Dor Abrahamson (Postdoctoral ‘05), in collaboration with researchers at Utrecht University, published two papers reporting on findings from empirical investigations into the embodied roots of mathematical reasoning: one in the Psychonomic Society’s journal “Cognitive Research: Principles and Implications,” in a special issue on “Embodied Cognition & STEM Learning”; the other in Frontiers of Psychology.

Alfredo J. Artiles (Postdoctoral ‘98) received the 2017 AERA Review of Research Award for his paper (with Sherman Dorn and Aydin Bal) Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016. Review of Research in Education, 40, 777-820. He also received a Presidential Citation at the 2017 annual meeting of AERA and was appointed Honorary Professor in the School of Education, University of Birmingham, United Kingdom (2016-2019).

Monisha Bajaj (Postdoctoral ‘08) recently published a book, Human Rights Education: Theory, Research, Praxis with the University of Pennsylvania Press, and was promoted to the rank of full professor at the University of San Francisco. She also co-authored an article in the Harvard Educational Review entitled, “Brown Bodies and Xenophobic Bullying in US Schools: Critical Analysis and Strategies for Action” (Bajaj et al, 2016).

Daphna Bassok (Postdoctoral ‘14) was recognized by the White House with a Presidential Early Career Award for Scientists and Engineers in January, 2017.

George C. Bunch (Postdoctoral ‘10), Associate Professor of Education at the University of California, Santa Cruz, was awarded a 2017-2018 Spencer Midcareer Grant (“Improving Opportunities and Outcomes for English Learners: Learning From—and About—Systematic Reform”). He also received a Midcareer Award from AERA’s Second Language Research SIG, and a Research Initiative Grant from the Conference on College Composition and Communication (CCCC) of the National Council of Teachers of English (NCTE) (“Preparing the ‘New Mainstream’ for College and Career: Language, Literacy, and Postsecondary Pathways”).

Angela Calabrese Barton (Postdoctoral ‘96) was inducted as an American Education Research Association Fellow Class of 2017. She published a paper on equity in STEM-rich making in Teachers College Record, 119(7). She also received a new grant from the National Science Foundation and the Wellcome Trust (2.3M, in collaboration with Louise Archer, University College London) to study equitable and transformative pathways into STEM for youth from historically underrepresented backgrounds, “Science Learning + Partnerships: Partnering for Equitable STEM Pathways for Youth from Underrepresented Backgrounds). She also presented a featured keynote at the National Science Teachers Association Annual Meeting on “Becoming STEM Experts: Equity and Identity”.

Travis Bristol (Dissertation ‘13) will spend July in-residence at the Organisation for Economic Co-operation and Development (OECD) in Paris with support from the Marion & Jasper Whiting Foundation. Specifically, he will be supporting researchers on the TALIS Initial Teacher Preparation study. On July 12, he will give a lecture at the OECD’s EDU Forum – “Organizing for Diversity in a Flat World.”

Nolan Cabrera (Postdoctoral ‘12) published a monograph for the Association for the Study of Higher Education entitled Whiteness in Higher Education: The Invisible Missing Link in Diversity and Racial Analyses, which is in addition to having 9 peer-reviewed articles either published or accepted for publication since last November. In addition, he testified before the Texas Board of Education’s Committee on Instruction regarding the educational efficacy of well-implemented ethnic studies programs. Dr. Cabrera also gave numerous keynote addresses including ones at Stanford University, UT Austin, and the University of Houston, while giving the winter commencement address for the University of Arizona’s College of Education.

Jinfa Cai (Postdoctoral ‘96) has been selected as an AERA Fellow in 2016. After working on it for almost five years, his edited volume, the Compendium for Research in Mathematics Education, will be published in the summer of 2017 by the National Council of Teachers of Mathematics. This research compendium involves nearly 100 scholars worldwide and has nearly 3,000 manuscript pages.

David Campbell (Postdoctoral ‘04) has been named an Andrew Carnegie Fellow for 2017-18.

Christopher Chambers-Ju (Dissertation ‘14) received a postdoctoral fellowship at Tulane’s Center for Inter-American Policy and Research (CIPR). In 2016, he published a chapter “Teachers’ Unions in Mexico: The Politics of Patronage” (with Leslie Finger) in The Comparative Politics of Education: Teachers’ Unions and Education Systems Around the World (eds, Terry Moe and Susanne Wiborg).

Nadia Chernyak (Dissertation ‘13) has accepted a tenure-track job at the University of California – Irvine to begin in July 2018. She has also recently published a paper entitled “Training children’s prospective abilities through conversation about the extended self” in Developmental Psychology, in collaboration with Katie Leech and Meredith Rowe; and another paper entitled “Preschoolers’ selfish sharing is reduced by experience with proportional generosity” in OPEN Mind: Discoveries in Cognitive Science, in collaboration with Bertilia Trieu and Tamar Kushnir. She has presented talks at the Society for Research in Child Development, the University of Southern California Los Angeles Behavioral Economics Laboratory Conference and the Boston University Developmental Science Colloquium.

Randall Curren (Postdoctoral ‘91) presented the paper, “Wisdom and the Origins of Moral Knowledge,” at the Character, Wisdom and Virtue conference, hosted by Oriel College, Oxford, January 5-7, 2017. His book, Living Well Now and in the Future: Why Sustainability Matters (MIT Press), co-authored with SDSU geologist and Director of Science Education, Ellen Metzger, was published in March. It was the subject of author-meets-critics sessions at the annual meetings of the Philosophy of Education Society, March 18, in Seattle, and at the annual meetings of the Pacific Division of the American Philosophical Association, April 14, also in Seattle. Curren’s paper with historian co-author Charles Dorn, “A Modest Plea for Collaborative History and Philosophy of Education,” appeared in February in Antoinette Errante & Jackie Blount, eds., Philosophy and History of Education: Diverse Perspectives on their Value and Relationship (Rowman & Littlefield). “Sustainability: Why the Language and Ethics of Sustainability Matter in the Geoscience Classroom,” by Ellen Metzger & Randall Curren, will be published in the Journal of Geoscience Education in May, and “On the Arc of Opportunity: Education, Credentialism, and Employment,” will appear in Kory Schaff, ed., Fair Work: Ethics, Social Policy, Globalization (London: Rowman & Littlefield International), in July.

Zoubeida R. Dagher (Postdoctoral ‘94) gave an invited speech at the Integrated Professional Development of Kuwait Conference, held in Kuwait, March 7-8, 2017. The talk focused on “Innovations in Teacher Education Programs. The conference was organized by the National Center for Education Development in collaboration with the Ministry of Education and the World Bank. Also she led the Quality Assurance Review Team for the School or Education at the University of West Indies at the Cave Hill campus in Barbados, March 27-31, 2017. The rigorous and robust review process included an intensive week-long schedule of meetings and interviews with various stakeholders at the School, University, and larger community.

Shiv Desai (Postdoctoral ‘15) has been awarded the 2017 Early Career Scholar Award by the Grassroots Community and Youth Organizing SIG.

Patricia (Patsy) Duff (Postdoctoral ‘99) was presented the American Association for Applied Linguistics Distinguished Scholarship and Service Award in March 2017 at the annual meeting of the American Association for Applied Linguistics. Her co-edited Encyclopedia of Language and Education volume, “Language Socialization,” also went to press in early spring (Springer). It contains thirty chapters–both revised and newly commissioned–on language and literacy socialization in multilingual contexts across various ethnolinguistic communities and affinity groups, and across the lifespan.

George Engelhard, Jr. (Postdoctoral ‘87) is currently a professor of educational measurement and policy at The University of Georgia. He was recently selected to be co-editor of the Journal of Educational Measurement. He has been invited to participate in the Distinguished Lecturer Series Seminars in Japan (Temple University Japan) in May.

Hilary Falb (Dissertation ‘13) published her chapter, “Education Policy in Iraq: Competing Visions of the State.” in State and Society in Iraq: Citizenship under Occupation, Dictatorship and Democratization, edited by Benjamin Iskahan, Shamiran Mako and Fadi Dawood, London, I.B. Tauris, 2017 in April 2017. She also gave three conference presentations in late November 2016: “’Ruhi the Ingenious’: A Transnational Agent during the First World War” at the Middle East Studies Association, Annual Meeting, and “A Culture of ‘Cram’: Standardized Testing in Britain’s Middle Eastern Mandates” at The North American Conference on British Studies Annual Meeting and “Border Crossings: Educational Networks across Britain’s Mandates in the Middle East” at The History of Education Society Annual Meeting.

Ryan Gildersleeve (Postdoctoral ‘12) published a recent article related to his on-going work with policy discourse and immigration – the topic of his 2012 NAEd postdoctoral fellowship: Gildersleeve, R. E. (2017). Making and becoming in the undocumented student policy regime: A post-qualitative [discourse] analysis of US immigration and higher education policy. Educational Policy Analysis Archives, 25(31): http://dx.doi.org/10.14507/epaa.25.2286. He also published a recent article based on a separate Spencer Foundation funded project that examined ritual culture and Latinos in U.S. higher education: Gildersleeve, R. E. (2017). Truth-telling and ritual culture in the Anthropocene. Critical Questions in Education, 8(1): 101-115. Gildersleeve is currently an Associate Professor and also serves as Department Chair for the Higher Education Department at the University of Denver. He recently accepted an offer to keynote the annual conference for the Public Administration Theory Network this June. His keynote will focus on his philosophy scholarship related to the Anthropocene and posthuman theorizations of Laziness as a virtue in Higher Education.

Sara Goldrick-Rab (Postdoctoral ‘06) was awarded the 2017 Palmer O. Johnson award from the American Educational Research Association for best research article of the year. The study, a collaboration with two of her students, examined the impacts of student employment on college outcomes and was published in Educational Evaluation and Policy Analysis. Sara was also featured in a Chronicle of Higher Education article that called her “a defender of impoverished students and a scholar of their struggles.” The article described her recent keynote address at the South by Southwest EDU festival in Austin. Finally, she also released a new study called “Hunger and Homeless in College” that received coverage in the New York Times, Washington Post, NPR, and many other venues.

Kimberly Goyette (Postdoctoral ‘01), Professor of Sociology and Chair of the Department of Sociology at Temple University, has a new book, Education in America, from the University of California Press coming in May 2017. See http://www.ucpress.edu/book.php?isbn=9780520285118

Pamela Grundy (Dissertation ‘96) has completed her book on segregation, desegregation, and resegregation at West Charlotte High School after nearly two decades of work. Color and Character: West Charlotte High and the American Struggle over Educational Equality will be published by the University of North Carolina Press on September 5, 2017.

Phil Hammack (Dissertation ’05, Postdoctoral ‘11), associate professor of psychology at the University of California, Santa Cruz, was recently awarded a fellowship from the Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford University. During the fellowship period, he plans to analyze data and prepare several manuscripts from the California Community Climates Project on Sexual and Gender Identity Diversity, a study examining the social and psychological well-being of adolescent sexual and gender identity minorities in two distinct regions of the state (the Central Valley and the San Francisco Bay Area). Funded through a William T. Grant Foundation Scholar Award, the project focuses on the relationship between community and high school climate and the educational success and mental health of LGBTQ+ teens.

David Hansen (Postdoctoral ‘92) recently published two articles that introduce the idea of ‘bearing witness’ to teaching and teachers. The orientation constitutes a form of ethical inquiry intended to foreground why the person in the role of teacher matters. The articles are: “Among school teachers: Bearing witness as an orientation in educational inquiry,” Educational Theory, 67 (1, 2017), 9-30; and “Bearing witness to teaching and teachers,” Journal of Curriculum Studies, 49 (1, 2017), 7-23.

Cassandra Harper (Postdoctoral ‘12), along with a colleague (Judy Marquez Kiyama), gave a keynote address, “Elevating Engagement with First-Generation, Low-income, and Families of Color,” for the Association of Higher Education Parent/Family Program Professionals in November, 2016. This association also awarded their ASHE research monograph “Parent and family engagement in higher education” the “Outstanding contribution to research and/or literature” award.

Ilana Horn (Dissertation ‘01) recently received a four year National Science Foundation grant to study experienced urban mathematics teachers’ professional learning, in partnership with Math for America. A recent Educational Psychologist article entitled “Situating Motivation” (Susan Nolen & Christopher Ward, co-authors) won the American Psychological Association Division 15’s Outstanding Publication Award. A new book for practitioners, Motivated: Designing Math Classrooms Where Students Want to Join In, will come out July 2017 from Heinemann Publishing.

Rosalind Horowitz (Postdoctoral ’85) has produced The Achievement Gap in Reading: Complex causes, persistent issues, possible solutions (with S. Jay Samuels), Routledge/Taylor & Francis. (2017). Using theoretical frameworks and analytical approaches for interpretation of research, the contributors to this volume analyze factors that influence Latino/a American, African American, and Native American student achievement inside of schools, but which are heavily influenced by outside-of-school factors.

Asghar Iran-Nejad (Postdoctoral ‘88) has been continued work on the highly original biofunctional theory of how the nervous system works to make possible the intellectual capacity of human understanding. I have published the following two articles on the topic: (1) Iran-Nejad, A., & Irannejad, A. B. (2017a). Commentary: Does mindfulness enhance critical thinking? Evidence for the mediating effects of executive functioning in the relationship between mindfulness and critical thinking. Frontiers in Education, Educational Psychology, 8(2). doi:10.3389/feduc.2017.00008; (2)Iran-Nejad, A., & Irannejad, A. B. (2017b). Conceptual and biofunctional embodiment: A long story on the transience of the enduring Mind. Frontiers in Psychology, 7(1900). doi:10.3389/fpsyg.2016.01990. She has also worked on editing an ebook on the topic. All of these can be downloaded by clicking on the following links: (1) Front. Educ., 03 April 2017, https://doi.org/10.3389/feduc.2017.00008; and (2) Front. Psychol., 10 January 2017, https://doi.org/10.3389/fpsyg.2016.01990.

Louise Jennings (Postdoctoral ‘01) became the Co-Director of the School of Education at Colorado State University in August 2016. She also worked with a team of researchers to complete a systemic study of Climate and Culture for Women Faculty, which they will be presenting at the International Congress for Qualitative Inquiry in May and National Women’s Studies Association in November.

Tomas Kalmar (Dissertation ‘94) published an article on The Medieval Academy of Ireland on Alfred’s birthdate, ‘Born in the margin: the chronological scaffolding of Asser’s Vita Ælfredi’ in Vol. 27 of its journal Peritia, in which I conclude that “we shall have to let go of our desire to know the exact year of Alfred’s birth. In return we shall gain a coherent representation of Alfred’s inner and outer life as constellated by three childhood uirtutes, the story of the book, the trip to Rome in his eleventh year, and his conversion to Latin literacy in his twelfth, a ‘quintessentially hagiographic’ interpretation of Alfred’s modus uitae which deserves, and rewards, serious hagiographical readings and re-readings.” The implications for understanding biliteracy in Anglo-Saxon England are not trivial.

Grace Kao (Postdoctoral ‘98) will be Professor of Sociology at Yale University as of July 1, 2017. She will also serve as Faculty Director of the Education Studies Program at Yale.

Matthew Kraft (Dissertation ‘12) recently completed two new articles on teacher effects and evaluation. The first, “Teacher and teaching effects on students’ attitudes and behaviors” was published in 2017 in Educational Evaluation and Policy Analysis. The second, “Revisiting the widget effect: Teacher evaluation reforms and distribution of teacher effectiveness ratings” is forthcoming in Educational Researcher. Both articles can be accessed at www.matthewakraft.com.

Adam Laats (Postdoctoral ‘09) recently gave the keynote address at the University of Florida’s College of Education Research Symposium: “Can We Have Dialogue When We Disagree? Exploring the Roots of our Educational Culture Wars.” He also was awarded a fellowship from the University of Connecticut Humanities Institute’s Public Discourse Project for his current book project, Why Is Jesus on a Dinosaur? Understanding American Creationism.

Timothy J. Lensmire (Postdoctoral ‘94) published, with co-authors, a review of white teacher identity studies in Review of Educational Research and co-edited a special issue on the same topic in International Journal of Qualitative Studies in Education. Lensmire also co-authored chapters in two edited volumes: “Dangerous play: Race and Bakhtin in a graduate classroom” in Performing anti-racist pedagogy in rhetoric, writing, and communication and “Precarious and undeniable bodies: Control, waste, and danger in the lives of a white teacher and her students of color” in White Woman’s Work: Examining the Intersectionality of Cultural Norms, Teaching, and Identity Formation in Urban Schools.

Holly Link (Dissertation ‘14)’s co-authored book chapter – Que las maesteras hablaran más con ellos: Children grappling with documentation status at school – was recently published in Spencer Salas and Pedro R. Portes’ edited volume, U.S. Latinization: Education and the New Latino South. During March she also traveled to Sweden to give a keynote talk – The Urgency of Developing & Exploring Translanguaging Spaces for Immigrant Students and Families – at Örebro University’s conference, Translanguaging: Researchers and Practitioners in Dialogue. Holly is currently awaiting publication of a co-authored article – The production of children as enlightenment subjects – in the American Educational Research Journal.

Christopher Lubienski (Postdoctoral ‘05) is a professor of education policy at Indiana University. His new book, Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons, co-edited with Bekisizwe Ndimande, was just published by Routledge. He also published “Shopping for Schools and Shopping for Peers: Public Schools and Catchment Area Segregation” (with Emma Rowe) in the Journal of Education Policy; “An Analysis of Voucher Advocacy: Taking a Closer Look at the Uses and Limitations of ‘Gold Standard’ Research” (with Jameson Brewer) in Peabody Journal of Education; “Policy Mobilities and Methodology” (with Gulson, Lingard, et al.) in Critical Studies in Education; “Studying School Choice in Canada” and “How Do Marginalized Families Engage in School Choice in Inequitable Urban Landscapes? A Critical Geographic Approach” (with Ee-Seul Yoon) in Education Policy Analysis Archives; and “Potential Uses of Mixed Methods GIS in Educational Research” in Geographical Researcher. Lubienski gave invited presentations on: “Does School Choice Improve Opportunities for Children?” at the Nevada State Education Association, and “How America’s Current Reform Agenda Could Reverse Decades of Progress in Mathematics Education” (with Sarah Lubienski) at the National Council of Teachers of Mathematics meeting; “Advocacy Coalitions and Market Models for Education” at Goethe University in Frankfurt am Main, Germany; “(How) Do Intermediaries Influence the Use of Research in Education Policymaking?” at Murdoch University in Perth Australia; “What Do We Know about the Global Education Industry?” at East China Normal University in Shanghai; and “Private Provision of a Public Good” at the International Education Funders Group. He was awarded the Dean’s Prize for Breakthrough Initiatives from the University of Illinois, and the Excellence in Research to Practice Award, from the Research Use Special Interest Group of the American Education Research Association.

Ian MacMullen (Postdoctoral ‘10) will present at the University of Warwick’s June 2017 “Workshop on Faith Schools, Social Cohesion, and Civic Virtue,” which is part of the broader “Faith Schools: Principles and Policies” project, funded by the Spencer Foundation. MacMullen is currently on leave from Washington University in St. Louis to serve as Visiting Associate Professor of Public Policy at Duke University.

Jeff MacSwan (Postdoctoral ‘03) served as a member of the Committee on Fostering the Development and Educational Success of Young Language Learners and Dual Language Learners of the National Academies of Sciences, Engineering, and Medicine (2015-2017), which published a comprehensive committee report titled Promoting the Educational Success of Children and Youth Learning English: Promising Futures (National Academies Press, 2017). Recent articles include “A multilingual perspective on translanguaging,” AERJ (54[1], 167–201, 2017); “Codeswitching and the timing of lexical insertion,” Linguistic Approaches to Bilingualism (6[6], 786-791, 2017), and a forthcoming co-authored contribution to a special issue of the Annual Review of Applied Linguistics (2017) titled “Three Theories of the Effects of Language Education Programs: An Empirical Evaluation of Bilingual and English-only Policies.”

Sarah McCarthey (Postdoctoral ‘94) was on sabbatical from the University of Illinois at Urbana-Champaign during the 2016-2017 school year studying the preparation of teachers for teaching writing in K-12 schools in global contexts. She interviewed teacher educators, as well as visiting schools in Greece, Hong Kong, and Singapore. She visited a Syrian refugee camp in Greece and presented her work entitled, “Applying Principles and Practices of Professional Development to Support Teachers’ Work with Refugees” at the Intercultural Conference at the University of Patras in October 2016. In Hong Kong she gave an invited presentation entitled “Teachers’ Curricular Enactments in Writing Instruction” for the Pacific Early Childhood Education Research Association (Hong Kong) and received an award from Dr. Betty Chan Po-king, Director of Yew Chung International Schools in February 2017. McCarthey received the Career Teaching Award from the College of Education at UIUC in May 2017.

Ariana Mangual (Postdoctoral ‘13) published her first article from the NAED/Spencer study in the American Educational Research Journal. It was also reported on in EdWeek. Ariana also received tenure at promotion. She is now an Associate Professor in the Graduate School of Education at Rutgers University.

Judit Moschkovich (Postdoctoral ‘95) published the article “Scaffolding mathematical practices” in ZDM, The International Journal on Mathematics Education, 47 (7). She co-edited the ICMI (International Council for Mathematics Instruction) Study #21 “Mathematics Education and Language Diversity,” with R. Barwell, P. Clarkson, A. Halai, M. Kazima, N. Planas, M. Setati Phakeng, P. Valero, and M. Villavicencio Ubillús, published by Springer (co-editors appear in alphabetical order). She also was co-author of two chapters in that volume, “Introduction: An ICMI study on language diversity in mathematics education,” co-authored with R. Barwell, P. Clarkson, A. Halai, M. Kazima, N. Planas, M. Setati Phakeng, P. Valero, and M. Villavicencio Ubillús and “Student agency and counter-narratives in diverse multilingual mathematics classrooms: Challenging deficit perspectives,” co-authored with J. Langer-Osuna, E. Norén, A. Powell, and S. Vazquez. In March 2017 she was invited by the National Academies of Sciences (Division of Behavioral and Social Sciences and Education) to serve as a member of the committee “Supporting English Learners in STEM Subjects.” The committee will examine research on supporting ELs pre-K through 12th grades in learning, teaching, and assessment in STEM subjects, including the role of language in learning STEM; successful programs or interventions both within the United States and abroad, and the learning needs of both pre-service and in-service STEM teachers with respect to ELs.

John Nieto-Phillips (Postdoctoral ‘03), of Indiana University, Bloomington, has been appointed: Vice Provost for Academic Inclusion and Diversity; Associate Vice President for Diversity, Equity, and Multicultural Affairs; and Chief Diversity Officer. In April, 2017, he gave the inaugural lecture for the Latino Initiative at the School of American Research (SAR) in Santa Fe, New Mexico.

Laura Novick (Postdoctoral ‘90) recently had two manuscripts published reporting the results of her research with Kefyn Catley on teaching tree thinking to undergraduate biology students. The first paper (Novick & Catley, 2016) was published in CBE — Life Sciences Education and is titled “Fostering 21st-century evolutionary reasoning: Teaching tree thinking to introductory biology students.” The second paper (Novick & Catley, 2017) was published in Journal of Biological Education and is titled “Teaching tree thinking in an upper level organismal biology course: Testing the effectiveness of a multifaceted curriculum.”

Nathanael Okpych (Dissertation ‘15) accepted a tenure-track position at the School of Social Work at the University of Connecticut, which he will start in fall 2017. He successfully defended his dissertation in April 2017, which was a quantitative study of college entry, persistence, and completion among young people who had been in foster care as adolescents. He will graduate from the School of Social Service Administration at the University of Chicago in June. In terms of peer-reviewed publications, Nate was the lead author on an article that was recently accepted by the Journal of Orthopsychiatry that investigates the relationship between characteristics of adolescents’ foster care histories and subsequent mental health and substance use problems. A second paper was recently accepted for publication by the Journal of the Society of Social Work and Research, which examines social capital and other predictors of college entry among a representative sample of foster care youth in California. Nate continues to serve as the Project Director for the CalYOUTH Study (http://www.chapinhall.org/research/report/findings-california-youth-transitions-adulthood-study-calyouth), and two brief reports were recently published that investigated the impact of remaining in foster care past their 18th birthday on several outcomes in early adulthood (including high school completion and college entry) and factors that influence how long youth remain in foster care past age 18 in California.

Lourdes Ortega (Postdoctoral ‘03) published the edited collection titled The usage-based study of language learning and multilingualism with Georgetown University Press and was one of 15 authors of a collective position paper on “A transdisciplinary framework for SLA in a multilingual world,” published in the Modern Language Journal for its centenary anniversary. She was an invited speaker at the University of Tennessee, the University of Arizona, and the University of Michigan. She was awarded the Georgetown University’s Gerald M. Mara Faculty Mentoring Award for extraordinary service and dedication in mentoring graduate students.

Raquel A. Otheguy (Dissertation ‘13) completed her PhD in May of 2016.

Django Paris (Dissertation ‘07, Postdoctoral ’13) and co-editor H. Samy Alim published Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (2017, Teachers College Press). Paris completed early work on the project as a 2013 NAEd/Spencer Postdoc. Bringing together an intergenerational group of prominent educators and researchers, the volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Contributors include Gloria Ladson-Billings, Carol Lee, Kris Gutiérrez, Norma Gonzales, Teresa McCarty, Stacey Lee and many others.

Sarah R. Powell (Postdoctoral ‘14) won the 2016 Samuel A. Kirk Award for the best practitioner article in Learning Disabilities Research and Practice. The article, which Sarah co-authored with Dr. Lynn S. Fuchs, described intensive intervention practices in mathematics for students with learning difficulties.

Angela Reyes (Postdoctoral ‘09) was a Visiting Professor at De La Salle University in the Philippines in January 2017, where she gave the invited lecture: “Imagining the Pasts and Futures of Philippine Elite Language.” She published: “Ontology of Fake: Discerning the Philippine Elite” in Signs and Society 5(S1): 100-127 in 2017. She co-organized (with Stanley Thangaraj) the conference: “Comparative Racialization and the Future of Asian American Studies in NYC” in December 2016.

David Lindsay Roberts (Postdoctoral ‘99) spoke in December 2016 on “Personal Reflections on Mathematics Popularization and Its Relation to Pedagogy, from the 1930s to the Present,” at the Mathematics Colloquium of Teachers College, Columbia University.

John Rudolph (Postdoctoral ‘04) was recently elected Chair of the Department of Curriculum and Instruction at the University of Wisconsin-Madison to start in the fall of 2017. This is his second term in that role. Last year he published an article titled “What Do We Mean by Science Education for Civic Engagement?” (with Shusaku Horibe) in the Journal of Research in Science Teaching and completed a five-year term as Editor in Chief of the journal Science Education. He is currently finishing a book on the history of the scientific method in American high schools.

John Rury’s (Postdoctoral ‘86) new book is a historical and philosophical examination of the racial achievement gap, coauthored with philosopher Derrick Darby. It is titled The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice, and will be published by the University of Chicago Press this fall. He and Darby also published “War and Education in the United States: Racial Ideology and Inequality in Three Historical Episodes,” in Paedagogica Historica, Vol 52: Nos 1-2, January 2016. Next spring he will be a Fulbright Scholar in Hungary, teaching the history of American education.

Leilani Sabzalian (Dissertation ‘14) has just accepted a position as Assistant Professor of Indigenous Studies in Education in the Department of Education Studies at the University of Oregon. She was also recently presented with the Outstanding Dissertation Award from the Narrative Research SIG at AERA.

Alexander “Sasha” Sidorkin (Postdoctoral ‘97) has begun a new appointment as Dean, College of Education, Sacramento State University in February 2017.

David Williamson Shaffer (Postdoctoral ‘03) recently became the Vilas Distinguished Achievement Professor of Learning Science at the University of Wisconsin-Madison. His new book, Quantitative Ethnography, dissolves the boundaries between quantitative and qualitative research to give researchers tools for studying the human side of big data: to understand not just what data says, but what it tells us about the people who created it. Using anecdotes, stories, and clear explanations of complex ideas, Quantitative Ethnography is an introduction to research methods for students, an introduction to data science for qualitative researchers, and an introduction to the humanities for statisticians. But it has also been called “a compelling philosophical and intellectual journey for anyone looking for a way to understand learning, culture and behaviour in the age of Big Data.”

Matthew Shirrell (Dissertation ‘13) coauthored two recently published papers; the first, The elephant in the schoolhouse: The role of propinquity in school staff interactions about teaching (with James P. Spillane and Tracy M. Sweet) appeared in Sociology of Education, 90(2); the second, Breaking up isn’t hard to do: Exploring the dissolution of teachers’ and school leaders’ work-related ties (with James P. Spillane) was published online in Educational Administration Quarterly.

Gerald LeTendre (Postdoctoral ‘98) spent the fall at Sophia University in Tokyo working on a project on information and communication technology in teacher self-initiated professional development. He was struck by how little ICT is used in Japanese schools, and how teachers are struggling to create appropriate curriculum. He and Motoko Akiba just finished editing the Rutledge International Handbook of Teacher Quality and Policy, and it is clear to him that future research on teacher education, instructional quality and school organization will have to pay special attention to how ICT continues to affect the process of schooling.

Carlos Alberto Torres (Postdoctoral ‘90), Distinguished Professor of Education and UNESCO UCLA Chair of Global Learning and Global Citizenship Education, has been appointed editor for a new series of books on Critical Global Citizenship Education published by Routledge. The first book to be released in the series is “Theoretical and Empirical Foundations of Critical Global Citizenship Education” Torres (2017). On the topic of Global Citizenship Education, Dr. Torres heads also the editorial board of a new review on Global Citizenship Education titled “Global Commons Review”. The initial issue of the review was published on February 2nd 2017 (unesco.gseis.ucla.edu) by the Paulo Freire Institute at UCLA. Additionally, Dr. Torres has co-authored with Dr. Massimiliano Tarozzi (2017) “Global Citizenship Education and the Crises of Multiculturalism. Comparative Perspectives”, London, Bloomsbury.

Ruth Lopez Turley (Postdoctoral ‘04), HERC director, associate director for research at the Kinder Institute and a professor of sociology in Rice’s School of Social Sciences, received a $10.7 million grant from the Kinder Foundation for education research at the Houston Education Research Consortium (HERC). The grant will allow HERC to continue its research with the Houston Independent School District (HISD) while extending the center’s analytical reach to several additional districts, Turley said. She said HERC will work in partnership with school district leaders to develop a research agenda focusing on issues of regional importance, such as segregation, effective curriculum and programs, and bilingual education. A complete news release can be found here.

Andrea Walton (Postdoctoral ‘96) has been involved in local oral history project that resulted in an article, with her former IU colleague Nancy Van Note Chism, titled “Walking Among All the People: The Struggle of Boniface Hardin as Priest, Social Activist, and Founder of Martin University.” The Journal of African American History (JAAH) 101 (summer 2016): 288-211. This spring, she received a Trustees Teaching Award (2017) and was named Bloomington Campus Historian for Indiana University (celebrating its bicentennial in 2020).

Xiaogang Wu (Postdoctoral ‘06) has been awarded a Collaborative Research Fund (CRF) (direct cost HK$4,939,971) from the Hong Kong Research Grants Council (RGC) to continue the Hong Kong Panel Study of Social Dynamics (HKPSSD), a project he designed and launched in 2011. The CRF aims to support additional two waves of data collection in 2017 and 2019, respectively, as well as the analyses of the first three waves of the data, with particular attention to community and population aging and comparative studies between Hong Kong and Shanghai. In addition, with his collaborators at Ludwig Maximilian University of Munich, Germany, has received a Starting Grant from European Research Council (ERC). The five year project (2017-2022), entitled “Demand for Democracy”, aims to use survey and experiment method to study the dynamics of political participation in Hong Kong SAR. He has also been appointed as a member the Consolidator Grants evaluation panel of the European Research Council (ERC), 2017-2019. In the 2017-2018 Academic Year, he will be visiting professor of sociology at NYU, Shanghai. He has the following articles accepted for publications since November, 2016: (1) Zhang, Zhuoni, Shige Song and Xiaogang Wu. 2017. “Exodus from Hunger: The Long-Term Health Consequences of the 1959–1961 Chinese Famine” Biodemography and Social Biology [in press]; (2) Ji, Yinchun, Xiaogang Wu, Shengwei Sun, and Guangye He. 2017. “Unequal Care, Unequal Work: Towards a More Comprehensive Understanding of Gender Inequality in Post-Reform Urban China.” Sex Roles DOI 10.1007/s11199-017-0715-1; (3) He, Guangye and Xiaogang Wu. 2017. “Marketization, Occupational Segregation, and Gender Earnings Inequality in Urban China.” Social Science Research. http://dx.doi.org/10.1016/j.ssresearch.2016.12.001 [accepted]; (4) Wu, Xiaogang. 2017. “Higher Education, Elite Formation and Social Stratification in Contemporary China: Preliminary Findings from the Beijing College Students Panel Survey.” Chinese Journal of Sociology 3(1):3-31 https://doi.org/10.1177/2057150X16688144; (5) Xu, Duoduo and Xiaogang Wu. 2017. “The Rise of the Second Generation: Aspirations, Motivations and Academic Success of Chinese Immigrants’ Children in Hong Kong.” Journal of Ethnic and Migration Studies 43(7): 1164-1189; (6) Zhang, Zhuoni and Xiaogang Wu. 2017. “Occupational Segregation and Earnings Inequality: Rural Migrants and Local Workers in Urban China” Social Science Research 61:57-74; and (7) Miao, Jia and Xiaogang Wu. 2016. “Urbanization, Socioeconomic Status, and Health Disparity in China.” Health & Place 42(1):87-95.

Yidi Wu (Dissertation ‘15) is finishing her History PhD from University of California, Irvine in June, and she is going to be an Assistant Professor in History at St. Mary’s College, Indiana starting this fall.

Jonathan Zimmerman (Postdoctoral ’99) published The Case for Contention: Teaching Controversial Issues in American Schools (University of Chicago Press), co-authored with Emily Robertson. After the November 2016 elections, he also organized a series of public discussions between students at Penn and at Cairn University, formerly Philadelphia Bible College.

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