Ujju Aggarwal (Postdoctoral 2015) was accepted to the Blue Mountain Retreat Center for a Summer 2018 residency to complete her manuscript: The Color of Choice: Raced Rights and the Structure of Citizenship. She also recently published a chapter, “After Rights: Choice and the Structure of Citizenship,” in Feminists Rethink the Neoliberal State (2018, New York University Press) edited by Leela Fernandes. She is co-editing a special volume on “Together” for Women’s Studies Quarterly (Fall 2019) and also joined as co-editor for the 2nd edition of What’s Race Got to Do With It? How Current School Reform Policy Maintains Racial and Economic Inequality (Peter Lang, 2019). In April 2018, she was invited to speak at New York University’s The Politics of Privatization in Education: A Non-Conference II, and has also been invited to be a by the Valletta Foundation to be a plenary speaker at their Sharing the Legacy Conference, part of the European Capitals of Culture (October 2018).
Alfredo J. Artiles (Postdoctoral 1998) organized (with Beth Ferri) a Presidential session at the 2018 annual meeting of the American Educational Research Association in New York. The title of the session was “Disrupting amnesia, Arousing a new representational imagination: Disability in the 21st century.”
Monisha Bajaj (Postdoctoral 2008) received the Distinguished Research Award at the University of San Francisco, given to a faculty member in recognition of excellent scholarly contributions in the past three years. Bajaj received this award for her collaborative project with a newcomer high school on “Transnational Civic Engagement for Newcomer Immigrant and Refugee Youth”. This project was funded by a Spencer Small Grant, and one of the articles from this project was recently published in Equity and Excellence in Education, titled “Socio-Politically Relevant Pedagogy for Immigrant and Refugee Youth.”
Bianca J. Baldridge (Postdoctoral 2016) published the article, “On Educational Advocacy and Cultural Work: Situating Community-based Youth Work[ers] in Broader Educational Discourse,” with Teachers College Record in 2018. Additionally, Baldridge was recently awarded a $250,000 Grand Challenges Transform Initiative Grant to offer systemic transformation to support youth and families in Wisconsin. The project, “Mobilizing Youth Voices for Racial Justice,” is co-led with Drs. Kendra Alexander, Erika Bullock (Postdoctoral 2017), and John B. Diamond (Postdoctoral 2002).
Angela Calabrese Barton (Postdoctoral 1996) published “A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities” in the American Educational Research Journal, and “Trying to solve darkness: Critical pedagogy of place and intersectionality in community-based STEM-rich making with youth from non-dominant communities” in Equity and Excellence in Education, both with her co-author Edna Tan. She guest-edited, along with Jean Ryoo, a symposium on equity-oriented making for Equity and Excellence in Education. She was also awarded the 2018 American Education Research Association Award for Exemplary Contributions to Practice-Engaged Research Award. She was also recognized by the 2018 Michigan State University Senior Class with the Outstanding Faculty Award, given annually to a faculty member who has demonstrated excellence and commitment to undergraduate students.
Ariel Bierbaum (Dissertation 2015has had three articles published, presented at two conferences, and received two grants for new research since January 2018. The first article is a co-authored piece entitled “Gentrification, Displacement, and the Role of Public Investment” in the Journal of Planning Literature. It provides a deep dive into definitions of and metrics for measuring gentrification and displacement and argues for the importance of drawing an analytical distinction between the two. The analysis pays particular attention to the under-examined domain of public investments in catalyzing gentrification and displacement in urban areas. The other two articles are sole-authored and come out of Bierbaum’s NAEd/Spencer-funded dissertation research on school closures and neighborhood change in Philadelphia. “News Media’s Democratic Functions in Public Education: An Analysis of Newspaper Framings of Public School Closures” has been published online first in the journal Urban Education. This piece analyzes newspaper coverage of public school closures in 12 cities between 2005 and 2013 and finds that across coverage of pre-closure catalysts, decision-making processes, and anticipated impacts, newspapers foster a conflictual framing, reducing plural meanings of schools to dichotomous arguments and raising questions about newspapers’ influence in education policy making. Finally, “School Closures and the Contested Unmaking of Philadelphia’s Neighborhoods” has been accepted for publication in the Journal of Planning Education and Research. This article analyzes discourses of Philadelphia’s public school closures, sales, and reuse and uncovers the oft-competing meanings schools, closures, sales, and reuse. This study is one of the first to consider school closures’ spatial implications by situating them within a larger context of neighborhood change and considering schools as redevelopment sites, and offers potential points of intervention for planners to bridge their work with education policy. In addition to these written publications, Bierbaum has presented new work on public accountability structures and modes of community resistance to school sales and building redevelopment at the 2018 American Educational Research Association and Urban Affairs Association annual conferences in April 2018. She is the recipient of a seed grant from the University of Maryland College Park Division of Research ($50,000) and a grant from the Poverty and Race Research Action Council ($5,000) in support of a project entitled “Geographies of Opportunity amidst Increasing Diversity: How Housing, Transportation, and Education Policies Shape Educational Access in Maryland,” in collaboration with Dr. Gail Sunderman at the Maryland Equity Project at the UMD College of Education. This study on suburban diversification and educational opportunity is designed to address the question: How are policy makers responding to increasing suburban diversity, and how do these responses affect access to educational opportunities and school segregation? They focus on the interaction between educational and place-based policies – school attendance zone design and implementation, housing policies, and transportation access – and the ways they foster or disrupt school segregation in Maryland.
Gert Biesta (Postdoctoral 1995) helped author a co-edited book that was published in 2018 by Routledge: Art, artists and pedagogy: Philosophy and the arts in education (Naughton, C., Biesta, G.J.J. & Cole, D.R. (Eds)). . A Chinese translation of her book The Beautiful Risk of Education was also published in 2018 by Beijing Normal University Press:教育的美丽风险 (The Beautiful Risk of Education. Chinese translation by Kang Zhao, Biesta, GJ.J..) BAlso, a number of book chapters came out in 2018: (1) Stolz, S., & Biesta, G. (2018). “Gert Biesta on thinking philosophically about education; thinking educationally about philosophy in education and educational research: In dialogue with Steven Stolz,” in J. Quay, J. Bleazby, S. Stolz, M. Toscano & S. Webster (Eds.), Theory and Philosophy in Education Research: Methodological Dialogues (pp. 53-67). London & New York: Routledge. (2) Biesta, G. (2018). “¿Tocando el alma? Explorando una perspectiva alternativa para el trabajo filosófico con niñas, niños y jóvenes,” in Ellen Duthie, Félix García Moriyón, Rafael Robles Loro (eds.) Parecidos de familia. Propuestas actuales en Filosofía para Niños. Madrid: Anaya.(3) Biesta, G.J.J. (2018). « Challenging utilitarianism. An interview with Gert Biesta,” in N. Katznelson, N.U. Sorenson & K. Illeris (Eds), Understanding learning and motivation in youth: Challenging policy and practice (pp. 56-63). London/New York: Routledge. (4) Biesta, G.J.J. (2018). “Interrupting the politics of learning, changing the discourse of education,” in K. Illeris (ed), Contemporary theories of learning. Learning theorists … in their own words. Second revised edition (pp. 243-259). London/New York: Routledge.
Additionally, on April 11, 2018, Biesta gave the inaugural lecture for the endowed NIVOZ Chair for Education at the University of Humanistic Studies in the Netherlands, where she will be working one day per week until 2021.
Travis Bristol (Dissertation 2013) has accepted a position at the University of California, Berkeley.
Tolani Britton (Dissertation 2016) will join the faculty of the University of California, Berkeley Graduate School of Education as an Assistant Professor in July 2018.
Brian A. Burt (Postdoctoral 2016) was lead author of a published article based on his NAEd/Spencer Postdoctoral Fellowship research titled, “Ecological and sociological impediments to Black males’ persistence in engineering graduate programs” in the American Educational Research Journal (article currently available online). He also gave a talk (“Listening With a Third Ear: (Re)Engineering Promising Practices to Promote Black Male Success”) at the University of Maryland, College Park’s Office of Graduate and Inclusion Spring Speaker Series. His talk was based on his NAEd/Spencer Postdoctoral Fellowship research and preliminary findings from his National Science Foundation CAREER Award study.
Sofía Chaparro (Dissertation 2017) received two recognitions for her dissertation: the Dissertation Award from the Bilingual Education Research SIG of AERA, which she received in April of 2018 at the annual meeting in New York, and the Jolley Bruce Christman and Steven S. Goldberg Annual Award for Best Dissertation in Urban Education, from the University of Pennsylvania’s Graduate School of Education. Her dissertation, titled “Language and the Gentrifying City: An Ethnographic Study of a Two Way Immersion program Within an Urban Public School,” focused on understanding the creation of a two-way immersion bilingual program in the context of gentrification and public school reform, as well as the effects on students and families enrolled in the first two years of the program.
Joseph Cimpian (Dissertation 2008; Postdoctoral 2013) has continued his equity-oriented research and expanded its outreach into a number of venues. He recently co-edited (with Carolyn Herrington) a special issue of Educational Researcher entitled “LGBTQ issues in education: A multimethod research collection.” He is also part of the incoming editorial team (with Julie Marsh, Paco Martorell, and Morgan Polikoff) of Educational Evaluation and Policy Analysis, and the team will encourage an increased focused on equity in policy. He just completed his first year as chair of AERA’s committee on Scholars and Advocates for Gender Equity. His research on gender disparities in higher education was recently published online in the American Educational Research Journal, and the Brookings Institution invited him to write a blog post entitled “How our education system undermines gender equity: And why culture change—not policy—may be the solution.” He continues his work on mischievous responders, with an in-press article in the American Journal of Public Health and a forthcoming registered replication and methodological comparison in AERA Open. This July, he will be the keynote speaker at the Center for Educational Justice Summer Leadership Institute. He is very much looking forward to his upcoming sabbatical this year, during which he will focus more time on his ongoing—and some entirely new—research interests.
Eddie R. Cole (Postdoctoral 2015), in February 2018, published an article based on his NAEd/Spencer Postdoctoral Fellowship research titled, “College Presidents and Black Student Protests: A Historical Perspective on the Image of Racial Inclusion and the Reality of Exclusion” in the Peabody Journal of Education 93(1), 78-89. In April and May 2018, he was a Dean’s Distinguished Visiting Fellow at the Harvard Graduate School of Education, where he also delivered an invited talk on the college presidency and civil rights while in residence.
Jason Cook (Dissertation 2015) started as an assistant professor in the economics department at the University of Pittsburgh. He published his NAEd-sponsored work, “The Effect of Charter Competition on Unionized District Revenues and Resource Allocation” in the Journal of Public Economics. He has presented this and other work on the impacts of racial segregation at the National Bureau of Economic Research, The Ohio State University, University of California, Davis, University of Illinois at Urbana-Champaign, Stanford University, University of California, Merced, the Naval Postgraduate School, and West Point.
Kathleen H. Corriveau (Postdoctoral 2015) received the FABBS early career impact award – and was nominated by AERA.
Elizabeth H. DeBray (Postdoctoral 2005) has been awarded a Mid-career grant from the Spencer Foundation for 2018-19. She will study affordable housing policy in Atlanta and at the federal level.
Sarah Dryden-Peterson (Postdoctoral 2015), Negin Dahya, and Elizabeth Adelman (Dissertation 2017) were so pleased to receive the Palmer O. Johnson award, for an outstanding article appearing in an AERA-sponsored publication, Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources, published in the American Educational Research Journal. Dryden-Peterson and Bethany Mulimbi (Dissertation 2015) also published a new article on their long-term research in Botswana, “There is still peace. There are no wars.”: Prioritizing unity over diversity in Botswana’s social studies policies and practices and the implications for positive peace, in the International Journal of Educational Development.
Glenda M. Flores (Postdoctoral 2015) was a recipient of the 2018 Dynamic Women of the Year Award at UCI. She also published “Latina Teachers in the Classroom” in DIVERSITY in Ed Magazine (spring 2018). It is accessible at the following link: http://diversityined.com.uberflip.com/i/961350-2018-diversityined-digital/35?m4
Gina Garcia (Postdoctoral 2016) was honored with the Early Career Award from AERA’s Hispanic Research SIG at the 2018 AERA Annual Meeting in New York. Garcia was also elected as the chair-elect for the Hispanic Research SIG for the 2018-2019 year and will serve as chair in the 2019-2020 year.
Kevin A. Gee (Postdoctoral 2015) recently received tenure and was promoted to Associate Professor in the School of Education at the University of California, Davis.
DeLeon Gray (Dissertation 2011) was promoted to Associate Professor with tenure at NC State University. Gray recently published “Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures” in Educational Psychologist in May of 2018. In March of 2018, Gray was invited to present his research at the University of Southern California and at the University of Oregon. Gray also served as the keynote speaker for the 2018 Honors Convocation at Saint Augustine’s University in Raleigh, NC on March 2nd. During this event, he received the “”Change Agent Award of Appreciation by University President Everett B. Ward. The award plaque inscription reads as follows: “In recognition and appreciation for your dedication to educational research and exemplary service as a scholar embracing the role of change agent through your creation of the SMART Collaborative.”
Rochelle Gutiérrez (Postdoctoral 1998) was attacked in the fall by the Alt-right when she suggested a connection between White supremacy and mathematics (see Political conocimiento for teaching mathematics: Why teachers need it and how to develop it. In Kastberg, S., Tyminski, A. M., Lischka, A., & Sanchez, W. (eds.), Building support for scholarly practices in mathematics methods (pp. 11-38). But, she turned that negative energy into alliances between mathematicians and mathematics education scholars, new publications, and further strengthened her resolve to rehumanize mathematics and propose a form of mathematics consistent with Indigenous worldviews. Some of those publications include: “Why mathematics education was late to the backlash party: The need for a revolution” (Journal of Urban Mathematics Education, 10(2), 8-24); “When mathematics teacher educators come under attack” (Mathematics Teacher Educator 6(2), 68-74); “Living mathematx: Towards a vision for the future” (Philosophy of Mathematics Education Journal, 32(1), 1-34. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome32/index.html and co-edited (with Imani Goffney), Rehumanizing Mathematics for Students who are Black, Indigenous, and Latinx. National Council of Teachers of Mathematics, Annual Perspectives in Mathematics Education (2018). She is also currently leading a Science for the People working group on Supporting STEM Intellectuals Under Attack.
Sameer Honwad (Postdoctoral 2012) received a $ 1.4 million grant from the National Science Foundation. The grant focuses on creating accessibility and providing a sense of belonging for Native American Youth in STEM fields. Through storytelling in digital formats (radio/podcasts), the project aims to engage Native American students in the Pacific Northwest to explore the world around them, build a sense of their own identity, impassion them to learn more about their culture, and empower them to make environmental decisions that are focused on sustainability.
Rosalind Horowitz (Postdoctoral 1985) was honored with The Jack Cassidy Award for Distinguished Contributions to Literacy Education for 2017-2018 by the Executive Board of the Texas Association of Literacy Educators (TALE) of the International Literacy Association. This is for research and service benefiting the reading and writing practices of the five and one-half million students in schools throughout the state of Texas.
Hilary Falb Kalisman (Dissertation 2013) will be starting a new position in August 2018 as Assistant Professor of Israel/Palestine Studies at the University of Colorado Boulder. She also gave one invited talk, “A Practical and Impractical History of the Liberal Arts,” as part of the Francis Bonner American Scholar Lecture Series at Furman University, and gave one conference presentation, “Educating the Arab World: Intellectuals, Theory and Practice in 20th Century Iraq,” at The Middle East Studies Association Annual Meeting.
Gregory Kelly (Postdoctoral 1998) was promoted to Senior Associate Dean in the College of Education at Penn State University this year. His scholarship and service were also recognized by two awards from the university. In January, Kelly was named one of the College’s four Distinguished Professors. In April, the Council of College Multicultural Leadership (CCML) selected Kelly to receive the 2018 University Faculty Way Paver Award for his work with diversity and inclusion initiatives at Penn State and throughout the community. The Way Pavers awards were established in 2011 to honor those “who have demonstrated an extraordinary commitment to diversity and the creation of an inclusive community, positively enhanced student life, the climate throughout the University and local communities, and motivated others through their leadership and impeccable character.” On a national level, Kelly received the 2018 Dr. John J. Gumperz Memorial Award for Distinguished Lifetime Scholarship from the American Educational Research Association Language and Social Processes Special Interest Group. This award “recognizes and honors the lifelong distinguished scholarship of a senior scholar whose program of research in language and social processes and professional service have made significant contributions to our field.” He shared some of his most recent research at an invited talk, “Engaging Students in Epistemic Practices of Engineering,” at the 2018 Big Bang Konferencen in Odense, Denmark this spring.
Matthew Kraft (Dissertation 2013) recently completed a meta-analysis of teacher coaching programs coauthored with David Blazar and Dylan Hogan. Combining results across 60 studies that employ causal research designs, the authors find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. The article, “The effect of teaching coaching on instruction and achievement: A meta-analysis of the causal evidence” is forthcoming in the Review of Educational Research and can be accessed at matthewakraft.com.
Adam Laats (Postdoctoral 2009) recently published a new book, Fundamentalist U: Keeping the Faith in American Higher Education (Oxford University Press, 2018). His research was made possible with a small grant from the Spencer Foundation.
Leya Mathew’s (Dissertation 2015) research about the unprecedented expansion of non-elite educational aspirations in neoliberal India, and its delegitimization or “aspiration shaming” by well intentioned, “critical” educators was published in Anthropology and Education Quarterly in 2018. Her work on the shifting hierarchies in TESOL in contemporary India from literacy/literary to orality, and the severe implications of this shift for teachers and students in non-elite classrooms was published in TESOL Quarterly in 2018. She also gave an invited talk at Azim Premji University, Bangalore, India, about the limitations of the school choice framework in explaining the educational transitions emergent in liberalizing India.
Jamaal Sharif Matthews (Postdoctoral 2014) has published three articles in the top three educational psychology journals, Educational Psychologist, Journal of Educational Psychology, and Contemporary Educational Psychology (citations below). With Francesca Lopez (Postdoctoral 2013), Matthews is co-editing a special issue in Contemporary Educational Psychology entitled “Race-Reimaging Educational Psychology Research: Investigating Constructs through the Lens of Race and Culture.” The special issue should come out by spring of next year.
Matthews, J. (2018). When am I going to use this in the real world? Cognitive flexibility and urban adolescents’ negotiation of the value of mathematics. Journal of Educational Psychology xx(xx), xxx-xxx. doi: 10.1037/edu0000242
Gray, D., Hope, E., & Matthews, J. (2018). Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures Educational Psychologist, 53(2), 97-113. doi: 10.1080/00461520.2017.1421466
Matthews, J. & López, F. (2018). Speaking their language: The role of culture integration and language for mathematics achievement among Latino elementary children. Contemporary Educational Psychology
Joseph Paul McDonald (Postdoctoral 1988) published a new book based on a Spencer-funded study of data use in teaching called Data & Teaching: Moving beyond Magical Thinking toward Effective Practice (Teachers College Press).
Francine Menashy (Postdoctoral 2013) received the 2018 George Bereday Award from the Comparative and International Education Society for her article “The limits of multi-stakeholder governance: The case of the Global Partnership for Education and private schooling,” published in the Comparative Education Review and based on a study funded by the Spencer/NAEd fellowship. She has published recent articles in Globalisation, Societies and Education, Comparative Education, and The International Journal of Educational Development. Menashy received a $460,000 grant from the foundation Dubai Cares to support the project “Promising Partnership Models for Education in Emergencies: A Global-Local Analysis.” In May 2018, she begins a 5-year term as a co-editor of the Comparative Education Review.
Kathryn Moeller‘s (Postdoctoral 2017) book, The Gender Effect: Capitalism, Feminism, and the Corporate Politics of Development, was published by University of California Press in February. The book critically examines how and why U.S. corporations are investing in girls’ education in the Global South. https://www.ucpress.edu/go/gendereffect
Katherine Muenks (Dissertation 2015) won the Review of Research Award from the American Educational Research Association (AERA) in April 2018 along with David Miele (Dissertation 2008) for their paper titled “Students’ thinking about effort and ability: The role of developmental, contextual, and individual difference factors” published in the Review of Educational Research. Muenks also presented two papers at AERA in New York, titled “Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset predict in-class psychological experiences” and “Students’ perceptions of faculty-fixed growth mindset beliefs in STEM and non-STEM classrooms”. In March 2018, she presented a poster at the Society for Personality and Social Psychology Annual Meeting in Atlanta, Georgia titled “Promoting change at work: How organizational and personal mindsets predict employees’ motivation and developmental willingness”.
Sharon Nelson-Barber (Postdoctoral 1986) has several new publications, including:
Nelson-Barber, S., & Johnson, Z. (in press). Three perspectives on the perils of best practices (for Native students). In Tom, M., Sumida, E., & McCarty, T. (Eds.). Indigenous knowledges and learning: Vital contributions towards sustainability, International Review of Education.
Johnson, Z., & Nelson-Barber, S. (in press). Always alert, always agile: The importance of locally researching innovations and interventions in Indigenous learning communities. In McKinley, E., & Tuhiwai Smith, Linda. Handbook of Indigenous Education. New York: Springer.
Lourdes Ortega (Postdoctoral 2003) has a new article in the journal World Englishes and a new co-edited book entitled Usage-inspired L2 Instruction published by John Benjamins. During the spring, she delivered keynotes in Morocco and the UK and began service as a member of the Board of Trustees of the Center of Applied Linguistics in Washington, DC, and as Associate General Editor of the Language Learning Research Club at the University of Michigan. She will spend her sabbatical this fall at the CUNY Graduate Center as an ARC fellow.
Lindsay C. Page (Postdoctoral 2017) was selected to receive the 2018 AERA Division L Early Career Award.
Sarah R. Powell (Postdoctoral 2014) received the Distinguished Early Career Research Award from the Division of Research of the Council for Exceptional Children in February of 2018. This award recognizes a researcher who has made outstanding scientific contributions in research in special education within the first 10 years after receiving a doctoral degree.
Frank Reichert (Postdoctoral 2016) with his co-authors, Jiaxin Chen and Judith Torney-Purta, has published the article “Profiles of adolescents’ perceptions of democratic classroom climate and students’ influence: The effect of school and community contexts” in the Journal of Youth and Adolescence (Vol. 47, No. 6, pp. 1279-1298, https://link.springer.com/article/10.1007%2Fs10964-018-0831-8). In this article, the authors examine data from 14,292 Nordic eighth graders who had participated in the International Civic and Citizenship Education Study in 2009. Using latent class analysis, the authors identify five distinct profiles of students’ perceptions of school context. These student profiles are labeled “alienated”, “indifferent”, “activist”, “debater”, and “communitarian.” Compared to indifferent students, debaters and activists appear more frequently at schools with relatively few social problems; being in the communitarian group is associated with aspects of the wider community. Furthermore, being in one of these three groups (and not in the indifferent group) is more likely when teachers act as role models by engaging in school governance and collaborative activities. The authors discuss their results within the developmental niches model for emergent participatory citizenship. The authors conclude that adults at school could enhance multiple contexts that shape adolescents’ developmental niches to nurture active and informed citizens for democracies.
Todd Ruecker (Postdoctoral 2015) published his fourth book, a collection co-edited with Deborah Crusan titled The Politics of English Second Language Writing Assessment in Global Contexts and published by Routledge. Reflecting the internationalization of the field of second language writing, this book includes chapters from authors working in ten different countries and focuses on political aspects and pedagogical issues of writing instruction and testing in a global context. He had a co-authored article titled “Peer Reviews and Graduate Writers: Engagements with Language and Disciplinary Differences while Responding to Writing” published in the Journal of Response to Writing. In addition to giving a workshop at the TESOL International Convention focused on social justice in the writing classroom, he was invited to present at DePaul University and San Jose State University. He was recently invited to be an associate editor at the Journal of Second Language Writing.
David Williamson Shaffer (Postdoctoral 2003) was appointed as the Obel Foundation Professor of Learning Analytics at Aalborg University in Copenhagen. He was a keynote speaker at the 2018 International Conference on Learning Analytics & Knowledge for the Society of Learning Analytics Research, and his Epistemic Analytics laboratory at the Wisconsin Center for Education Research was awarded a 5-year $2.5 million grant from the National Science Foundation to make an integrated toolkit for researchers using Epistemic Network Analysis (ENA) to conduct quantitative ethnographic analysis of learning as a process of enculturation.
Carrie Shandra (Postdoctoral 2012) will spend the 2018-2019 academic year as a Visiting Scholar at the Russell Sage Foundation to write up results from a mixed-methods study of internship trends and correlates. The project draws on student surveys, cohort studies, labor market trends, and in-depth employer interviews to situate internships within the broader literatures on school-to-work transitions and nonstandard employment.
Vanessa Svihla (Postdoctoral 2014) was awarded the NSF CAREER Award in January 2018. Her project investigates the development of “framing agency”—opportunities for students to make design decisions that are consequential to their learning. As part of this, she is reanalyzing some of the data she collected during her Spencer project. She is documenting her progress through a project website: https://careerframe.weebly.com/.
Kate Vieira (Postdoctoral 2015) has been awarded a 2018-2019 Fulbright Scholar grant to go to Colombia to pursue the project: “Writing for Peace: An Ethnographic Study of a Youth Peace Education Program in Colombia.” She will be collaborating primarily with scholars at the University of Manizales’ Center for the Advanced Study of Children and Youth and is grateful for the co-sponsorship of ICETEX, a Colombian funding agency. Also, she has accepted a new position, to begin in fall 2018, as the Susan J. Cellmer distinguished chair in literacy in the department of curriculum and instruction in the school of education at the University of Wisconsin, Madison.
Stephanie J. Waterman (Postdoctoral 2005) welcomed a new granddaughter on January 1st. She has several publications with colleagues: Waterman , Lowe & Shotton (Eds) (2018) Beyond Access: Indigenizing Programs for Native American Student Success (Stylus) which launched in March; with I. D. Harrison (2017), “Indigenous Peoples Knowledge Community (IPKC): Self-determination in higher education” in the Journal of Student Affairs Research & Practice, 54(3), 316-328; book chapters with C. E. Davidson, H. S. Shotton, R. S. Minthorn, “The need for Indigenizing research in higher education scholarship” (Ch 1) in Minthorn & Shotton, (Eds.) (2018) Reclaiming Indigenous Research in Higher Education (Routledge); and with S. Kinsella, “The use of Indigenous worldviews, reflective practice, and storytelling to promote integrated learning” (Ch 6) in R. Harper & J. Fried, (Eds.) (2017) Learning everywhere on campus: Teaching strategies for student affairs professionals (Routledge). She also published a single-authored book chapter,” Indigeneity in the methods: Indigenous feminist theory in content analysis” (Ch 12) in (2018) Reclaiming Indigenous Research in Higher Education (Routledge). She was awarded a Senior Scholar at the 2018 ACPA: College Student Educators International Convention for a five year term.
Catherine J. Weinberger (Postdoctoral 1999) had the following work published:
Weinberger, Catherine J. 2018. “Engineering Educational Opportunity: Impacts of 1970s and 1980s Policies to Increase the Share of Black College Graduates with Major in Engineering or Computer Science.” in U.S. Engineering in a Global Economy, edited by Richard Freeman and Hal Salzman, published by the National Bureau of Economic Research and University of Chicago Press. http://www.nber.org/papers/w23703
The book can be found on the publishers’ website here: http://press.uchicago.edu/ucp/books/book/chicago/U/bo26322251.html.
Xiaoyang Ye (Dissertation 2017) won the New Scholar Award at the 2018 Association of Education Finance and Policy Annual Conference. The award supports significant research by master’s and doctoral students whose research addresses education finance and policy. As one chapter of his dissertation, the proposed research examines scale-up solutions of individualized college-going mentoring programs using both teacher pay-for-performance policies and machine learning algorithms. He also received the Rackham Predoctoral Fellowship for the 2018-2019 academic year, one of the most prestigious awards at the University of Michigan.
Jonathan Zimmerman (Postdoctoral 1999) published “Education in the Age of Obama: The Paradox of Consensus,” in The Presidency of Barack Obama, A First Historical Assessment (Princeton University Press). He also gave over a dozen talks and speeches about the challenges of teaching at schools and universities in the age of President Trump.