Ujju Aggarwal (Postdoctoral 2015) joined The New School as Assistant Professor of Anthropology. She also joined the editorial team for the second edition of “What’s race got to do with it?: How current school reform policy maintains racial and economic inequality” (New York: Peter Lang, 2019), and completed a book chapter, “After Rights: Choice and the Structure of Citizenship” that will appear in “Feminists Rethink the Neoliberal State” (edited by Leela Fernandes and forthcoming in January 2018). In November 2017, she presented her research at a roundtable entitled “Feminist Futures: Gender, Rights, and New Political Possibilities” held at the American Anthropological Association Annual Meeting where she also served as discussant for a panel entitled, “The Age of ‘Advanced Choice’: Markets, Competition, and Shifting School Cultures in the Trump Era.” In November 2017, she also chaired a panel entitled “Education in the Time of Trump: Race, Class, Gender & Redefining Safety, Sanctuary, and the Public” at the American Studies Association Annual Meeting where she also presented her research as part of roundtable organized by the Committee on Gender and Sexuality Studies of the American Studies Association. In October 2017, Aggarwal was the Fall Faculty Presenter for the Kea Fiedler Research Colloquium at The New School. In May 2017 she presented her research as part of the Robert L. Heilbroner Center for Capitalism Studies at The New School. And finally, in May 2017, Aggarwal was a participant in the Institute for Research on the African Diaspora in the Americas and the Caribbean’s Roundtable on Institutional Racism in Higher Education: A Roundtable and Visioning Session for CUNY.

Eleanor Anderson (Dissertation 2015) published an article titled “Accommodating Change: Relating Fidelity of Implementation to Program Fit in Educational Reforms” in the December 2017 issue of the American Educational Research Journal.

Joshua Aronson (Postdoctoral 1993) was named Executive Advisor to the Casa Laxmi Foundation. Aronson will help Casa Laxmi direct a $115 million project to educate poor children and wealthy children in the same school using many of the interventions that Aronson has been developing in his laboratory over the years.

Alfredo J. Artiles (Postdoctoral 1998) presented the 14th Annual Brown Lecture of the American Educational Research Association (AERA), titled “Re-Envisioning Equity Research: Disability Identification Disparities as a Case in Point.” He was appointed Member of the Laureate Chapter of Kappa Delta Pi of the International Honor Society in Education and obtained a grant (with J. Cason) funded by the Council of Graduate Schools, NSF and the Andrew W. Mellon Foundation to conduct the study “Preparing Scholars for Academia and Beyond: Understanding PhD Career Pathways.” In addition, he was co-PI in the Spencer Foundation funded project “Learning How to Look and Listen: Building Capacity for Video-Based Transcription and Analysis in Social and Educational research” [F. Erickson (PI) (NAEd member) and S. Dorn (Co-PI)]. Artiles presented the following papers at the 2017 annual meeting of AERA: “Betwixt and Between: Students of Color with Disabilities and the Paradox of Equity in Educational Policy” (with A. Tefera, C. Voulgarides, S. Diaz, L. Jackson, & A. Aylward, A.) and “Reframing the Master Narratives of Dis/ability through an Emotion Lens: Sophia Cruz’s Emotion-Laden Talk” (with D. Hernandez-Saca). He also presented with S. Diaz the paper “Classroom Ecological Spaces, Decisions, and ELL RTI Participants: A Microanalysis of Teacher and Student Interactions” at the 2017 annual meeting of the Council for Exceptional Children.

Laura Aull (Postdoctoral 2016) has taken on the role of inaugural series editor of the new Assessing Writing Technology and Tools Forum, which will provide reviews of writing assessment tools and technologies. In 2017, she has published three articles inspired by her Spencer postdoctoral research: “Corpus Analysis of Argumentative Versus Explanatory Discourse in Writing Task Genres” in the Journal of Writing Analytics; “Generality in Student and Expert Epistemic Stance: A Corpus Analysis of First-year, Upper-level, and Published Academic Writing” with Dineth Bandarage and Meredith Miller in the Journal of English for Academic Purposes; and “Elaborated Specificity vs. Emphatic Generality: A Corpus-Based Comparison of Higher and Lower Scoring Advanced Placement Exams in English” with David West Brown in Research in the Teaching of English. In April 2018, she will give the Goldtrap Lecture at Iowa State University on Lexico-Grammatical Patterns in Student Writing Across Levels and Genres.

Sharon Nelson-Barber (Postdoctoral 1986) will serve as evaluator for two recently funded projects: Developing a Culturally Responsive Computing Instrument for Underrepresented Students funded by the National Science Foundation and for the Diné Dual Language Teacher Education Program funded by the National Professional Development Program. She recently gave the keynote address at the annual American Indian Teacher Education Conference at Northern Arizona University in Flagstaff, AZ.

Robert Bayley (Postdoctoral 1997) has a number of new publications including “Dialectology in a Multilingual America” (American Speech); “Lexical Frequency and Morphosyntactic Variation: Evidence from U.S. Spanish,” co-authored with K. A. Greer and C. Holland (Spanish in Context); “Language Socialization in North American Latino Communities” (in P. Duff and S. May, Eds., Language Socialization, vol. 8 of the Encyclopedia of Language and Education); “Perceptions of Black American Sign Language” with co-authors  J. C. Hill et al. (in B. Evans et al., Eds., Language Regard: Methods, Variation and Change); and “Attitudes towards Language Variation and Dialects” with co-author D. Villarreal (in J. I. Leontas, Ed., The TESOL Encyclopedia of English Language Teaching).

John Frederick Bell (Dissertation 2016) recently began a three-year postdoctoral fellowship at Boston University. In addition to pursuing his research, he teaches a first-year writing course at BU’s Kilachand Honors College.

Ariel Bierbaum (Dissertation 2015), in May 2017, presented “The Burden of Choice: Assessing the Impact of Charter School Options on Household Travel Behavior in Philadelphia” at the Education Reform, Communities, and Social Justice: Exploring the Intersections Convening at Rutgers University, New Brunswick, NJ. The same month, she also served as a roundtable participant and contributing author/editor to a policy brief, “Mayor Bowser’s Proposed Charter School Walkability Preference,” published by the American University School of Public Affairs Metropolitan Policy Center. In October 2017, she presented “Closing Schools, Closing Access: School Closures and Persistent Segregation (A Story of Philadelphia’s Bok High School)” at the Society for American City and Regional Planning History in Cleveland, OH. In December 2017, she was invited to give the lecture “Beyond the Yellow Bus: Transportation and Educational Equity” at the University of Texas-Austin School of Architecture City Forums Lecture Series.

Gert Biesta (Postdoctoral 1995) recently published a number of new books, including “The Rediscovery of Teaching” (Routledge, 2017); “Letting Art Teach: Art Education after Joseph Beuys” (ArtEZ Press, 2017); and “Art, Artists and Pedagogy: Philosophy and the Arts in Education” (Routledge, 2017, co-edited with Christopher Naughton and David Cole). A Spanish translation of his book “The Beautiful Risk of Education,” entitled “E bello riesgo de educar,” was also published in 2017 (Grupo SM, Barcelona). He gave invited keynotes at the annual conference of the British Educational Research Association in Sussex in September 2017 and the Brazilian Society for Music Education in Manaus in October 2017. Together with colleagues from Brunel University London he will take up the editorship of British Educational Research Journal (BERJ), the flagship journal of the British Educational Research Association, in January 2018 for a four-year period.

Amy Binder (Postdoctoral 2002) and her graduate student co-authors Daniel Davis and Nick Bloom received the 2017 James Coleman Outstanding Article Award of the Sociology of Education Section of the American Sociological Association. The award was given for their article titled “Career Funneling: How Elite Students Learn To Define and Desire ‘Prestigious’ Jobs.” Using a cultural-organizational lens, Binder, et al. analyze how Harvard and Stanford students’ initial naiveté about the labor force leaves them susceptible to ubiquitous recruitment for finance, consulting, and high tech jobs on their campuses, all of which is centrally coordinated by career services centers on campus. Seeking to understand why nearly 50 percent of graduating seniors take first jobs in just these three sectors, the authors conclude with strategies universities can use to counteract this narrowing of horizons. The article was covered in The Chronicle of Higher Education, CBS.com, Quartz, and The Washington Monthly.

Tolani Britton (Dissertation 2016) is the co-author of a journal article entitled “Leaving Late: Understanding the Extent and Predictors of College Late Departure” that will be published in the January 2018 edition of Social Science Research.

Erika C. Bullock (Postdoctoral 2017) received the 2017 Taylor & Francis Best Paper Award from the American Educational Studies Association for her paper “Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property.” The paper appears in volume 53, issue 6 of Educational Studies.

Nolan Cabrera (Postdoctoral 2014) served as one of three expert witnesses in the federal trial regarding the banning of Mexican American Studies in Tucson during the summer of 2017.  He also published three articles in Equity & Excellence in Education; the Journal of Diversity in Higher Education; and the Journal of Student Financial Aid, and had one article accepted by the Teachers College Record. He also secured a contract for his forthcoming book, “White Guys on Campus: Racism, White Immunity, and the Myth of ‘Post-Racial’ Higher Education” (Rutgers University Press).

Jinfa Cai (Postdoctoral 1996), after five years, has published “Compendium for Research in Mathematics Education” by the National Council of Teachers of Mathematics (NCTM) in September 2017.  It is the most comprehensive survey and critical analysis of today’s issues in mathematics education research, including 38 chapters involving 100 scholars.  With a special emphasis on the methodological advances and a concerted effort to provide an international perspective on research in mathematics education, this volume distills research to build knowledge and capacity in the field. A valuable new resource, the compendium provides the most comprehensive evidence about what is known about research in mathematics education.

Corbin M. Campbell (Postdoctoral 2015) published a manuscript based on the NAEd/Spencer Postdoctoral Fellowship study, entitled, “From Comprehensive to Singular: A Latent Class Analysis of College Teaching Practices” in Research in Higher Education, 58(6).  This manuscript was published with Dr. Alberto Cabrera from University of Maryland and two Teachers College graduate students, Jessica Ostrow Michel and Shikha Patel.  Two additional manuscripts are currently in press from this study and one book is under contract and to be released in early 2018.  Additionally, she co-authored (with Anna Neumann (NAEd member) and Aaron Pallas (Postdoctoral 1988) of Teachers College) an occasional paper for the American Academy of Arts and Sciences’ Commission on the Future of Undergraduate Education, entitled “Policies and Practices to Support Undergraduate Teaching Improvement.” Lastly, she (along with several NAS committee colleagues) presented a symposium at the Association for the Study of Higher Education conference in November 2017 based on a committee report from the National Academies of Sciences, Engineering, and Medicine: “The Role of Assessment of Intrapersonal and Interpersonal Competencies in Supporting Students’ College Success.”

Toni Cela (Dissertation 2014) recently co-published, along with Louis Herns Marcelin and Henri Dorvil, a bilingual (English/French) edited volume, titled “Haitian Youth in the Americas/Les Jeunes Haïtiens dans les Amériques.”  Included among several chapters she authors in the volume is “Negotiating Education: Gender, Power and Violence in Haiti’s Higher Education Institutions.” The chapter includes results from a 2016-2017 Spencer Foundation small research grant titled “The Sociocultural Costs of Pursuing Higher Education for Women in Haiti,” for which she served as co-Principal Investigator.

Eddie R. Cole (Postdoctoral 2015) was named a 2017 Nancy Weiss Malkiel Scholar by the Woodrow Wilson National Fellowship Foundation. He was selected as one of 10 early-career faculty recognized nationally for scholarship focused on American history, politics, culture, and society. The Malkiel Scholars represent a “class of scholars in the humanities and social science who are poised—like the program’s namesake—to play a significant role in shaping American higher education,” according to the Woodrow Wilson Foundation. Additionally, Dr. Cole received the following 2017 archival research awards: The University of Chicago’s Robert L. Platzman Memorial Fellowship; Friends of the Princeton University Library Grant, and University of Wisconsin-Madison Libraries Grant to Scholars. The four awards support his current book project on college presidents during the civil rights era.

Randall Curren (Postdoctoral 1991) launched the education policy pamphlet, “Why Character Education?”, with a public debate in London in October 2017, and gave talks on “Aristotle’s Eudaimonic Supposition” in the Oxford Moral Philosophy Seminar series in October 2017, and “Grasping Ethical Facts: The Epistemic Heart of Habituation,” at the annual meetings of the Association for Moral Education in November 2017. In December 2017, he is co-convening and speaking in a session on “Interdisciplinary Teaching and Sustainability” at the annual meetings of the American Geophysical Union.  Journal symposia on his book, “Living Well Now and in the Future: Why Sustainability Matters” (MIT Press, March 2017), appeared in September 2017 in Theory and Research in Education and October 2017 in Ethics, Policy & Environment.

James Earl Davis (Postdoctoral 1994) earned the prestigious 2017 Stauffer Award, which honors a Temple faculty member who demonstrates the highest level of service for the university and professional community. He also received a three-year 21st Century Community Learning Center grant from the Pennsylvania Department of Education to implement and study an out-of-school time STEAM college pipeline collaborative. Davis also delivered the keynote address, “Black Scholarship Matters: Intellectualism, Race, and the Public Sphere” at the Annual Black Doctoral Network Conference. He also gave an invited talk at the African American Studies Symposium at the University of Houston, “Black Male Youth: Intersectionality and the Schooling of Possibility and Peril”.

Hélène Deacon (Postdoctoral 2008), along with her former post-doc, Xiuli Tong (Postdoctoral 2011), recently guest-edited a special issue of the Journal of Research in Reading. This special issue focused on poor comprehenders: children with difficulties in understanding texts, despite adequate word level reading difficulties. This issue brought together international research on this prevalent, but little investigated reading disability. Remarkably, both Tong and Deacon were NAEd/Spencer Fellows (separated by almost a decade), demonstrating the continued leadership of NAEd/Spencer Fellows on educational issues needing empirical evidence. Beyond this special issue, Deacon continues to publish widely in top developmental and educational journals; for instance, she has recent papers on the role of different aspects of language in children’s reading in Journal of Educational Psychology and Journal of Experimental Child Psychology. Deacon is also active in disseminating research beyond academe; in September 2017, she co-organized a conference for early childhood educators, ensuring that scientific knowledge meets front-line practice.

Jason Ellis (Postdoctoral 2017) published two new articles from his previous research on the history of disability and twentieth-century educational reform in Canadian schools. “Brains Unlimited: Giftedness and Gifted Education in Canada before ‘Sputnik’ (1957),” appears in Canadian Journal of Education 40:2 (2017): 1-26; and “Early Educational Exclusion: ‘Idiotic’ and ‘Imbecilic’ Children, Their Families, and the Toronto Public School System, 1914-50,” was published in The Canadian Historical Review 98:3 (September 2017): 483-504.

Terrie Epstein (Postdoctoral 1995), along with Carla Peck of the University of Alberta, co-edited “Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach,” which was published this year by Routledge Press. The edited volume grew out of an AERA research conference grant that included scholars from around the globe who use critical and sociocultural theories to examine the complexities of teaching and learning of national histories in diverse societies.

Ansley T. Erickson‘s (Postdoctoral 2011) “Making the Unequal Metropolis: School Desegregation and Its Limits” (University of Chicago Press, 2016), was awarded the History of Education Society’s Outstanding Book Award.

Emine Evered (Postdoctoral  2007) won a National Endowment for Humanities (NEH)-American Research Institute (ARIT) Advanced Research Fellowship for 2017-2018. She will use it to work on her current book project that deals with the history of alcohol and prohibition in modern Turkey.

Glenda Marisol Flores (Postdoctoral 2015) was promoted to Associate Professor of Chicano/Latino Studies at the University of California, Irvine and tenured in June 2017. Her first book, “Latina Teachers: Creating Careers and Guarding Culture,” was published by NYU Press over the summer of 2017. The book has been featured on NBC Latino and Dr. Flores has been invited to present on her book at El Centro Cultural de México in Santa Ana and for the Latino Education Research Hub in North Carolina. She has also been invited to present her research on Latinx professionals at the Latina/o Studies Association conference in Washington, DC, in 2018.

Jennifer Fredricks (Postdoctoral 2003) became the Dean of Academic Departments and Programs and Professor of Psychology at Union College and is now responsible for faculty hiring, faculty development, staffing, managing the academic budget, developing new academic programs, and academic facilities. She co-edited a special issue on “The Role of Engagement in Achievement, Adjustment, and School Completion” in Learning and Instruction, and co-authored three articles in this issue. She is co-editing the forthcoming “Handbook of Student Engagement Interventions: Working with Disengaged Youth” with Amy Reschly and Sandra Christenson.

Gretchen Galbraith (Postdoctoral 1995) is serving as acting Chair of the Reacting to the Past Consortium Board. A consortium that involves more than 300 colleges and universities nationwide, Reacting to the Past (RTTP), consists of elaborate games, set in the past, in which students are assigned roles informed by classic texts in the history of ideas. Class sessions are run entirely by students; instructors advise and guide students and grade their oral and written work. It seeks to draw students into the past, promote engagement with big ideas, and improve intellectual and academic skills.

Gina A. Garcia (Postdoctoral 2016) published an article in the Journal of Hispanic Higher Education laying out a framework for organizing Hispanic-Serving Institutions around justice and liberation, titled “Decolonizing Hispanic-Serving Institutions: A framework for organizing.” She was invited to give two talks about the framework, one in September 2017 at Northeastern Illinois University and the other in October 2017 at Marquette University.

Amanda Godley (Postdoctoral  2005) was promoted to Professor of English Education and Language, Literacy and Culture at the University of Pittsburgh.

Joanne W. Golann (Dissertation 2013) recently published a paper in Sociology of Education: “Conformers, Adaptors, Imitators, and Rejecters: How No-excuses Teachers’ Cultural Toolkits Shape Their Responses to Control.” She also published a Point-Counterpoint piece on no-excuses discipline in the fall 2017 issue of the UCEA newsletter. Another highlight of the fall was debating strict discipline at the Yale Political Union in October 2017.

Cristina Groeger (Dissertation 2015) was awarded the History of Education Society Henry Barnard Prize for the best unpublished essay by a graduate student, to be published in the History of Education Quarterly, entitled “A ‘Good Mixer’: University Placement in Corporate America, 1890–1940.” Her edited special issue “Reassessing John Dewey’s Democracy and Education” was also published in the October 2017 issue of the Journal of the Gilded Age and Progressive Era.

Jon Hale‘s (Dissertation 2008, Postdoctoral 2015) “The Freedom Schools: Student Activists in the Mississippi Civil Rights Movement” won the 2017 AERA New Scholars Book Award (Division F, History). He had articles accepted for publication in the Journal of Southern History and the Journal of Negro Education. He also served as the Executive Director of the Charleston Freedom School, the first Freedom School in Charleston, South Carolina, which is affiliated with Marian Wright Edelman’s Children’s Defense Fund.

Rogers Hall (Postdoctoral 1994) has published two articles with members of the Space, Learning and Mobility Lab at Vanderbilt University. With Jasmine Ma (New York University), the first article analyzes infrastructures for ensemble learning in a competitive high school marching band (to appear in a special issue of Instructional Science on “Revisiting Learning Communities: Innovations in Theory and Practice”). With Ben Rydal Shapiro and David Owens, the second article develops an approach to describing, representing and interpreting people’s “interaction geography” through an analysis of mobility and engagement among visitor groups to a cultural heritage museum (International Journal of Computer-Supported Collaborative Learning; see http://rdcu.be/AcaU). Also, with Katie Taylor (University of Washington, Seattle) and Amanda Marin (University of California, Los Angeles), Hall hosted an NSF-sponsored workshop at Vanderbilt University to develop capacity for new genre of “learning on the move”, resulting in a public website (lom-meshworking.org) and a forthcoming special issue on “Learning on the Move: A New Genre of Learning and Teaching with/in Communities” (to appear in Cognition & Instruction, 2019).

David T. Hansen (Postdoctoral 1992) has recently published two articles on the concept of “bearing witness” to teaching and teachers: “Among school teachers: Bearing witness as an orientation in educational inquiry,” Educational Theory, 67 (1, 2017), 9-30; “Bearing witness to teaching and teachers,” Journal of Curriculum Studies, 49 (1, 2017), 7-23. They derive from a Spencer Foundation-funded philosophical and field-based endeavor.

Clarissa Rile Hayward (Postdoctoral 2003) is a faculty fellow in residence at the Edmond J. Safra Center for Ethics at Harvard during the 2017-2018 academic year. She is simultaneously serving as Senior Fellow at the Roy and Lila Ash Center for Democratic Governance and Innovation at Harvard’s John F. Kennedy School of Government. During her fellowship year, Hayward is beginning work on a new book, tentatively titled “This is What Democracy Looks Like! How the People Can Really Rule,” which explores the processes through which ordinary people enact structural change.

Neil T. Heffernan (Postdoctoral  2002) was presented the Worcester Polytechnic Institute Trustees’ Award for Outstanding Research and Creative Scholarship for his work on ASSISTments. The research will continue with two IES grants to test the efficacy and effectiveness of ASSISTments as a homework tool. This research will be conducted in North Carolina and across the nation. Heffernan is now recruiting districts that send home devices (Chromebook, iPad, etc.) for homework. He has also been funded by NSF to support external researchers who will use the ASSISTments platform to study online support in 7th grade mathematics.

Michael S. Hevel (Postdoctoral 2016) received a Friends of Princeton University Library Research Grant to study ACLU records related to his postdoctoral project deposited in the Mudd Manuscript Library at Princeton. He also earned tenure, was promoted to associate professor and was named interim department head in August 2017 at the University of Arkansas. His October 2016 article in the Journal of College Student Development entitled “Toward a History of Student Affairs: A Synthesis of Research, 1996-2015” was selected for the first month ACPA: College Student Educators International’s Strategic Imperative for Racial Justice and Decolonization (SIRJD) Syllabus. The SIRJD is a four-month long series of resources designed to support ACPA member development leading into the ACPA 2018 Annual Convention.

Sameer Honwad (Postdoctoral 2012) received a Discovery Research K-12 (DRK-12) grant from the National Science Foundation to understand how to build school-community partnerships. The project will help with the design of a professional development model that involves teachers and community members (environmental science volunteers) building a school year curriculum for science learning. The model builds on the premise that both groups have expertise that can be shared and collaboratively developed. Together, with an interdisciplinary team of education experts, the teacher and extension science volunteers will learn how to design and implement appropriate, NGSS-aligned science lessons with elementary school students through locally relevant community-based, citizen science projects. This is the first DRK-12 that has been received by the University of New Hampshire and the State of New Hampshire.

Rosalind Horowitz (Postdoctoral ’85) published three chapters, “The Achievement Gap in Reading: Historical and Unique Perspectives,” “International Brain Wars: Adolescent Reading Proficiency, Performance, and Achievement from a Competitive Global Perspective” and
“What can we do to Advance Reading Achievement” in R. Horowitz & S. Jay Samuels (Eds.) (2017) “The Achievement Gap in Reading: Complex Causes, Persistent Issues, Possible Solutions” (Routledge/Taylor & Francis). Horowitz produced a Special Issue of the Reading and Writing Quarterly, “Overcoming Learning Difficulties”, Vol. 33, No. 4, 2017 (Taylor & Francis) on “Tutoring in the 21st Century: New Visions and Designs” with an editorial on “Re-envisioning and Re-designing Tutoring” and an essay on tutor-tutee dialogue during text revision, “Creating a Macrostructure in Academic Writing: Contributions from a Tutor-Tutee Interaction when Performing a Text Revision.” Horowitz also coedited a Special Issue of Writing & Pedagogy, Vol. 9, No. 1, 2017 (Equinox) on “Orality and Literacy in the 21st Century. Prospects for Writing Pedagogy.” In that issue Horowitz included an editorial essay on “Advancing Research on Speaking & Writing: Pedagogical Possibilities” and international contributions. Horowitz has been invited to contribute to the building of a Research and Development infrastructure at The University of Texas—San Antonio (UTSA), designated as an Hispanic Serving Institution (HSI) and one of the fastest growing HSI’s in the United States. Horowitz was appointed Chair of the newly formed Research and Development Committee of the College of Education and Human Development to expand the research mission and emerging Tier I status of the five Departments of the College. She serves as a founding member of the Editorial Board of the new UTSA Undergraduate Research and Scholarly Works Journalxx. Horowitz led the Sixth Annual Research Roundtables for Doctoral Students and Faculty at UTSA and is developing a seventh forum for faculty showcases of research content and methodologies. She has been elected to serve on the UTSA Committee for Contributions to the Tricentennial Celebration of the City of San Antonio, with a focus on research. Horowitz served on the Planning Committee of the 23rd International Conference in Historical Linguistics and its meeting on “Reconstructing the Linguistic Roots of a Multi-Cultural City” conducted in July-August 2017 in San Antonio, with a Keynote by William Labov. Horowitz continues to develop a partnership with Kaye Teacher College and Ben-Gurion University in the Negev, in the South of Israel, near Gaza, and her institution, 150 miles from the Mexico Border. The goal is to compare teacher development – language uses, identity, and cognitive shifts in border populations preparing to teach in local and more global communities.

Anthony Jack (Dissertation 2015) was quoted in the New York Times for his work on First-Generation College Students. He was appointed to the American Sociological Association Task Force on First-Generation and Working-Class People in Sociology. He was also invited to present at the Diversity in Science Symposium as part of the 2017 Erasmus Prize.

Benjamin Justice (Postdoctoral  2005) has published three pieces since May 2017: a piece on curriculum theory for Espacio, Tiempo, y Educación 4:2 (2017) titled, “Curriculum Theory and the Welfare State;” a review of Damon Maryl’s book, “Secular Conversions,” for the Journal of Church and State; and an edited excerpt of his latest co-authored book, “Have a Little Faith for The Humanist.” In addition, he was fortunate to be invited to give a talk at the University of Glasgow, titled “Cops Teaching Civics, and Other Unnatural Acts,” by the Scottish Centre for Crime and Justice Research and Robert Owen Centre for Educational Change at the School of Education.

Matthew Kraft (Dissertation 2012) recently published two articles in Educational Researcher with colleagues examining teacher evaluation system reforms.  The first, entitled “Revisiting the Widget Effect” documents the limited degree to which new evaluation systems differentiate among teachers at the lower range of the distribution, but the large increase in differentiation at the high end of the distribution.  It also explores the reasons principals give for rarely assigning low ratings to teachers using survey and interview data.   The second, entitled “The Sensitivity of Teacher performance Ratings to the Design of Teacher Evaluation Systems,” documents how teachers with similar underlying scores can receive very different evaluation ratings across systems.  This is caused by several factors including wide variation in the percent of total evaluation points teachers must earn to be rated Proficient across districts.

Adam Laats’s (Postdoctoral 2009) new book will be released February 1, 2018. “Fundamentalist U: Keeping the Faith in American Higher Education” examines the twentieth-century history of conservative evangelical colleges and universities. The research for this book was funded by a Spencer Foundation small grant.

Lauren Lefty (Dissertation 2016) is co-authoring a book with Dr. James W. Fraser on the recent history of teacher education. “Teaching Teachers: Changing Paths and Enduring Debates” considers the rise of alternative and hybrid forms of certification over the past thirty years, charting changes in and outside of the university. It will be available through Johns Hopkins University Press in the fall of 2018.

Timothy J. Lensmire (Postdoctoral 1994) published a book, “White Folks: Race and Identity in Rural America” (Routledge), as well as two articles:  “White Anti-Racists and Belonging” in Whiteness and Education and, along with N. Snaza, “Saint Bakhtin, Porous Theorizing, and Proceeding Nonetheless” in Dialogic Pedagogy.  He also co-authored with A. Coffee, E. Stutelberg and C. Clements the chapter “Precarious and Undeniable Bodies: Control, Waste, and Danger” in “White Women’s Work:  Examining the Intersectionality of Teaching, Identity, and Race” and co-edited with Jayne White a special issue on carnival, democracy, and education for the journal Knowledge Cultures.

Gerald Le Tendre (Postdoctoral 1998), along with Motoko Akiba, edited the “Rutledge Handbook of Teacher Quality and Policy,” which was published this year.  This book brings together contributions from around the world by academics, policy makers and practitioners.  The authors address definitions of quality and how global and national policy affects teachers’ working lives and includes studies of research on how work and policy contexts influence teaching.

Luis Leyva’s (Dissertation 2015) dissertation was distinguished with the 2017 Arleen H. Urban Excellence in Dissertation Award from the Rutgers Graduate School of Education. He received a research grant from the National Science Foundation in the Division of Undergraduate Education – Improving Undergraduate STEM Education to serve as a Principal Investigator for a three-year collaborative project between Vanderbilt University and Rutgers University. The project, “Challenging, Operationalizing, and Understanding Racialized and Gendered Events (COURAGE) in Undergraduate Mathematics,” explores the relationship between the quality of undergraduate mathematics instruction and the retention and achievement of historically marginalized groups in mathematics. His article, “A framework for understanding whiteness in mathematics education,” co-authored by Dr. Dan Battey, was cited in The Atlantic Monthly in April 2017 and featured in the Science for the People podcast series in May 2017. He has received three research presentation invitations, including an invited paper session during the 2018 Joint Mathematics Meetings and an invited talk during the summer 2018 Meeting of the American Association of Physics Teachers. He was also invited to serve on the review panel for the National Science Foundation’s 2018 Graduate Research Fellowship Program and the program committee for the 2018 Research in Undergraduate Mathematics Education conference.

Michael Lovenheim’s (Postdoctoral  2011) new textbook on the economics of education, co-authored with Sarah Turner, was released in July 2017. The book is entitled “Economics of Education” and is the first textbook with a comprehensive treatment of theoretical and empirical issues related to the economics of education that is designed for undergraduate and master’s degree students. The book covers both K-12 and higher education and contains summaries and discussions of recent trends and research on the economics of education and education policy.

Christopher Lubienski (Postdoctoral  2005) has published several new papers, including “Thinking Critically in Space: Toward a Mixed-Methods Geo-Spatial Analysis” in Educational Researcher, with co-author Ee-Seul Yoon; “How Do Learning Environments Vary by School Sector and Socioeconomic Composition?” in the Australian Journal of Edubcation, with co-authors Laura Perry and James Ladwig;  “Urban Regimes, Intermediary Organization Networks, and Research Use: Patterns across Three School Districts” in the Peabody Journal of Education, with co-authors Janelle Scott (Dissertation 2000, Postdoctoral 2008), Elizabeth DeBray (Postdoctoral 2005), Priya LaLonde, Elise Castillo, and Stephen Owens; and “The Global Education Industry: Current Debates” in Globalisation, Societies and Education, with co-authors Antoni Verger and Gita Steiner-Khamsi.

Ariana Mangual (Postdoctoral  2013)was promoted to Associate Professor with tenure at Rutgers University in the spring of 2017.

Michelle Knight-Manuel (Postdoctoral 2002) and co-editor Vaughn Watson published “Challenging West African Popularized Narratives, Asserting Strengths-Based Approaches in Research with African Immigrant Youth” in Review of Research in Education. She, along with Sandra Schmidt, have been awarded a grant from the Spencer Foundation for their project “Belonging or Not? West African Youth’s Negotiations of Everyday Spaces.”

Joseph P. McDonald (Postdoctoral 1988) finished his tenth book this year, titled “Data and Teaching: Moving beyond Magical Thinking to Effective Practice,” which will be published this spring by Teachers College Press.

Margaret (Moddy) McKeown (Postdoctoral 1988), along with colleagues Paul Deane, Judy Scott, Bob Krovetz, and Rene Lawless, published an integrated volume in July 2017 resulting from a conference on vocabulary assessment: “Vocabulary Assessment to Support Instruction” (Guilford Press). She also recently published this summer, in conjunction with Isabel Beck (NAEd member), “Word Heroes, a Vocabulary and Comprehension Program for Kindergarten, First, and Second Grades” (Abrams Learning Trends). Moddy was in Stockholm, Sweden in August 2017 to present a keynote address to the Eighth Nordic Congress on the Remediation of Dyslexia. She was also invited to present the annual Jeanne S. Chall Lecture at Harvard. She presented the talk, “Stealth Aspects of Vocabulary Learning” in September 2017.

Julia McWilliams (Dissertation 2016) has a book manuscript under review with Harvard Education Press, titled “Compete or Close: Neighborhood Schools and the Management of Risky Futures.” Her forthcoming book, co-authored with E. Kitzmiller (Postdoctoral 2014), “Mass School Closures and the Racial Politics of Disposability and Value in Philadelphia,” will be published by Teachers College Record in 2017. She also recently published the article “The Neighborhood School Stigma: School Choice, Stratification, and Shame” in Policy Futures in Education. In 2017, she also received three awards: the Council of Anthropology of Education (CA) Frederick Erickson Outstanding Dissertation Award from the American Anthropology Association; Association for the Anthropology of Policy Graduate Student Paper Award from the American Anthropology Association; and the Jolley Bruce Christman and Steven S. Goldberg Annual Award for Best Dissertation in Urban Education.

Louis Mercer (Dissertation 2016) was recently awarded the Leo Shelbert Prize from the History Department at the University of Illinois Chicago, given to one Ph.D. candidate per year who has demonstrated exceptional interest and skill in teaching.

Judit Moschkovich (Postdoctoral 1995) published the article “Revisiting Early Research on Early Language and Number Names” in Eurasia- Journal of Mathematics, Science, & Technology Education. She published two sole-authored book chapters: “Considering Silence and Precision: Communication Practices that Support Equitable Mathematical Discussions for Marginalized Students,” in R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), “Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners”; and “Adapting Instruction to Meet the Access and Equity Principle: Using Word Problems to Support Academic Literacy in Mathematics for English Learners,” in A. Fernandes, S. Crespo, & M. Civil (Eds.), “Access and Equity: Promoting High Quality Mathematics in Grades 6-8.” She was also co-author of handbook chapter with R. Barwell and M. Setati Phakeng “Language Diversity and Mathematics: Second Language, Bilingual and Multilingual Learners,” in J. Cai (Ed.), “Compendium for Research in Mathematics Education,” and with W. Zahner and T. Ball of the chapter “Reading a Graph of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments,” in J. Langman & H. Hansen-Thomas (Eds.), “Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual Classroom.”

Bethany Mulimbi (Dissertation 2015) graduated from the Harvard Graduate School of Education in May 2017, and she has built on her dissertation research related to national identity and ethnic diversity in Botswana. She recently published an article in the Journal of Curriculum Studies, entitled “Responses to Cultural Diversity in Botswana’s Schools: Links between National Policy, School Actions and Students’ Civic Equality.” She is now working as a postdoctoral research project coordinator for the Botswana Educational Research Association.

Laura Novick (Postdoctoral 1990) presented her discipline-based education research on students’ understanding of evolutionary trees at two scientific meetings in 2017. At the seventh annual meeting of the Society for the Advancement of Biology Education Research in July, she presented “Perceptual Grouping Affects Biology Students’ Understanding of Evolutionary Relatedness,” and at the fifty-eighth annual meeting of the Psychonomic Society in November she presented “Reasoning about Relationships in Evolutionary Trees is Influenced by Gestalt Grouping.”

Nathanael Okpych (Dissertation 2015) recently began a tenure-track position at the University of Connecticut’s School of Social Work. In October 2017, he received the Transforming Child Welfare dissertation award from the Council on Social Work Education for his dissertation, “Make or Break: A Quantitative Study of College-going and College Leaving among Foster Care Youth.” He was the lead author of an article that was recently accepted to the Journal of Social Work and Research, which examined the role that different forms of social capital play in promoting college enrollment for young people involved in foster care.

Lourdes Ortega (Postdoctoral 2003) published an article in the CALICO Journal about social justice and multilingualism when using technology to support language learning and an edited collection with John Benjamins on complexity theory and language development. She delivered keynotes at the Hispanic Linguistics Symposium, the Second Language Research Forum, and the Association of Language Testers in Europe, and she was the 27th Annual Nessa Wolfson Colloquium speaker at The University of Pennsylvania’s Educational Linguistics Division of the Graduate School of Education. In the next four years, she will be a participating researcher working with a team of Swedish researchers. The goal is to enhance teachers’ capacity for multilingual teaching and testing in the K-12 public school system, through a grant of over USD 4.5 million funded by the Department of Language Education in Sweden.

Lindsay Page (Postdoctoral 2017) and co-authors Stacy Kehoe, Benjamin Castleman (Dissertation 2013) and Gumilang Sahadewo recently had accepted for publication their paper investigating the impact of the Dell Scholars Program on college persistence and degree attainment.  This study is the foundation of Lindsay’s NAEd/Spencer Postdoctoral Fellowship project and is forthcoming in The Journal of Human Resources.

Sarah Dryden-Peterson (Postdoctoral 2015) has continued to build the work of her NAEd/Spencer Postdoctoral Fellowship on refugee education and the role of schools in building inclusive communities. With Negin Dahya and Elizabeth Adelman (Dissertation 2017), she explores the ways in which Somali refugee young people marshal local and global resources toward school success in Kenya in “Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources,” published in the American Educational Research Journal. In “When I Am a President of Guinea”: Resettled Refugees Traversing Education in Search of a Future,” in European Education, she and Celia Reddick explore how resettled refugees’ aspirations cultivated through education collide with post-schooling realities. In the second in a series of articles about long-term work in Botswana, “Responses to cultural diversity in Botswana’s schools: links between national policy, school actions and students’ civic equality,” Journal of Curriculum Studies, she, along with NAEd/Spencer Dissertation Fellow alumna Bethany Mulimbi, examine the limited space within curriculum, as written and implemented in schools, for development of equal citizenship for ethnic minority students. Based on these articles and other work, she was interviewed on the FreshEd Podcast and continues to write blogs, including “The Purposes of Refugee Education: Moving Out of the Box” for “Promising Practices in Refugee Education.”

Jim Porter (Dissertation 2015) submitted his dissertation, “Constructing the ‘Gifted’ and ‘Academically Talented’ Student: ‘Intelligence,’ Intelligence Testing and Educational Opportunity in the Era of Brown v. Board and the National Defense Education Act,” and graduated in May 2017. Since then he has taken up a position as postdoctoral fellow at the Hugo Valentin Centre, Uppsala University, Sweden.  In June, he presented at the conference for the Histories of Measurement and Self-Making in Utrecht, Netherlands, and in September his article, “A ‘Precious Minority'” was published in Isis, Journal for the History of Science.

Julie Posselt (Postdoctoral 2015) was the recipient of the 2017 Early Career/ Promising Scholar Award by the Association for the Study of Higher Education.

Sarah Powell (Postdoctoral 2015) received a grant for over $1 million from the T. L. L. Temple Foundation to develop early numeracy read-alouds for pre-kindergarten and kindergarten children. This project will run from 2017 to 2022. Powell is also co-investigator on a National Science Foundation grant ($2.4 million) related to science and mathematics for second-grade children with and without disabilities. This project will run through 2021.

Mitchell Rabinowitz (Postdoctoral  1986) has two articles/chapters in press: “The Interaction Between Knowledge, Strategies, Metacognition, and Motivation” (in Ross, B. (ed.), “Psychology of Learning and Motivation”) and “Orienting to See the Invisible: Learn to Ignore the Irrelevant” with co-author J. Gerstel-Friedman   (Quarterly Journal of Experimental Psychology).

Emily Rauscher (Dissertation 2011, Postdoctoral 2017) received the 2016 Research Award from IPUMS for her paper “Does Educational Equality Increase Mobility?”, which was supported by a NAEd Dissertation Fellowship. Emily recently accepted a new position in the Sociology Department at Brown University and will begin there in 2018.

Rob Reich (Postdoctoral 2002) presented on his recent research at the Aspen Ideas Festival . He also recently published a book, co-edited with Chiara Cordelli and Lucy Bernholz, titled “Philanthropy in Democratic Societies” (University of Chicago Press, 2016).

Frank Reichert (Postdoctoral 2016) gave an invited talk at the Centre for Governance and Citizenship at the Education University of Hong Kong in June 2017. He has also been invited to visit the Department of Political Science at the University of Leuven (KU Leuven) for two weeks during the winter-spring term of 2018.

Angela Reyes (Postdoctoral 2009) published: “Inventing Postcolonial Elites: Race, Language, Mix, Excess” in the Journal of Linguistic Anthropology 27(2): 210–231. With Jonathan Rosa, H. Samy Alim (Dissertation 2002), and Mary Bucholtz, she co-organized a panel entitled “Raciolinguistic Approaches to the Analysis of Language and Identity” at the International Association of Applied Linguistics (AILA) 18th World Congress of Applied Linguistics in Rio de Janeiro, Brazil in July 2017, where she gave the paper: “Language, Race, and the Postcolonial Elite.”

Alina Reznitskaya (Postdoctoral  2006) and Ian A. G. Wilkinson recently co-authored a book for teachers and teacher educators, titled “The Most Reasonable Answer: Helping Students Build Better Arguments Together.” Published by Harvard Education Press, the book provides elementary school teachers with theoretical and practical knowledge needed to engage students in collaborative and rigorous argumentation. The book is based on a multi-year research and professional development project conducted in collaboration with teachers in New Jersey and Ohio. Other recent publications from this project include an article in Educational Psychologist, “Teachers’ Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?” and a chapter, “Supporting Teacher Spontaneous Use of Talk Moves During Inquiry Dialogue” in an edited book by E. Manalo, Y. Uesaka, and C. Chinn, titled “Promoting Spontaneous Use of Learning and Reasoning Strategies.”

David Lindsay Roberts (Postdoctoral 1999) was invited to give two talks in the fall 2017. In October he spoke on “MITS, Myths, and Google: The Legacy of the First Golden Age of Mathematics Popularization,” at the Mathematics Department Colloquium, SUNY-Oneonta. In November, he spoke on “An Antebellum Algebra Textbook: Proofs, Algorithms, and Slavery,” at the Philadelphia Area Seminar on History of Mathematics, Villanova University.

Deondra Rose’s (Postdoctoral 2017) first book, “Citizens by Degree: Higher Education Policy and the Changing Gender Dynamics of American Citizenship” (Oxford University Press, 2018), will be released on January 23, 2018.

Sarah F. Rose (Postdoctoral 2010) recently published “No Right to Be Idle: The Invention of Disability, 1840s-1930s” (University of North Carolina Press) in spring of 2017, which she researched in part during her NAEd/Spencer Postdoctoral Fellowship.  The New York State Archives and Archives Partnership Trust recently awarded Rose their 2017 Excellence in Research Using the Holdings of the State Archives for “No Right to Be Idle.” Her co-curated exhibit (with Trevor Engel), “Building a Barrier-Free Campus: The University of Texas at Arlington’s History of Accessibility,” was on tour in Austin for October 2017 as part of the celebration of Persons with Disabilities History & Awareness Month, making stops at the Texas State Capitol, UT Austin’s Perry-Castañeda Library, and the Lex Frieden Employment Awards.  It is available in digital format at http://library.uta.edu/barrier-freecampus/.

John L. Rury (Postdoctoral 1986) will be a Fulbright Scholar in Hungary during the spring 2018 semester, teaching courses on race and education in American history.  His book, “The Color of Mind: Why the Origins of the Achievement Gap Matters for Justice,” coauthored with Derrick Darby, will be published by the University of Chicago Press in January 2018.

Leilani Sabzalian (Dissertation 2014) was awarded a writing fellowship over the summer through Curriculum Inquiry. Her article, “Curricular Standpoints and Native Feminist Theories: Why Native Feminist Theories Should Matter to Curriculum Studies,” will soon be published in a special issue of Curriculum Theory.

Keith Sawyer’s (Postdoctoral 2000) article, “Teaching and Learning How to Create in Schools of Art and Design,” was published online in September 2017 in The Journal of the Learning Sciences. Sawyer’s paper describes the studio model—a cultural model of teaching and learning found in U.S. professional schools of art and design. The studio model includes the pedagogical beliefs held by professors, and the pedagogical practices they use, to guide students in learning how to create. Sawyer gathered and analyzed data that included interviews with 54 professors at 8 different institutions, and observations of studio classes in 15 different art and design disciplines. The studio model was found to be general across art and design disciplines and at the eight institutions. The central concept of the studio model is the creative process, with three clusters of emergent themes: learning outcomes associated with the creative process, project assignments that scaffold mastery of the creative process, and classroom practices that guide students through the creative process.

Alexander M. Sidorkin (Postdoctoral  1997) has recently begun the position of Dean of the College of Education at California State University, Sacramento. A volume he co-edited with Mark Warford, “Reforms and Innovation in Education,” was also recently published by Springer.

Claudia G. Cervantes-Soon (Postdoctoral 2017) has recently published her book, “Juárez Girls Rising: Transformative Education in Times of Dystopia.” The book brings together the voices of ten female students at Preparatoria Altavista during an unparalleled era of violence in the city of Juárez, México. Through ethnographic accounts, Cervantes-Soon offers a nuanced analysis of the role that Preparatoria Altavista teachers’ and students’ enactment of transformative education played in the women’s self-authorship and their resistance against the gendered, raced, and classed violence and social barriers that they encountered. The book introduces the concept of autogestión to capture the holistic and dialectical approach to humanization and a unique form of agency and politicized identity development in which the young women engaged individually and collectively. The book has received a 2017 Critics’ Choice Award from the American Educational Studies Association.

Sarah Suárez (Dissertation 2017) has two articles/chapters currently in press: “Shared Reality in Testimonial Learning” (Current Opinion in Psychology), with co-author M.A. Koenig; and “Insights into Children’s Testimonial Reasoning” (In M. Saylor & P. Ganea (Eds.), “Language and Concept Development from Infancy through Childhood: Social Motivation, Cognition, and Linguistic Mechanisms of Learning.”) In 2017, she also received two awards: the Institute of Child Development Summer Research Fellowship ($2,970) and the Institute of Child Development Small Grant ($1250). She also recently presented a poster at the Cognitive Development Society’s Biennial Meeting, Portland, OR, titled “Who Has the Best Way of Thinking? Children’s Judgments of Speaker Calibration Are Related to Parent Authoritarian and Epistemological Values,” as well as a report at the Early Learning Initiative Committee, Minneapolis, MN, titled “7 C’s Evaluation Tool for the Minnesota Children’s Museum: Discussion of Findings and Future Directions.”

Jonathan Tudge (Postdoctoral 1991) and Lia Freitas  with the Federal University of Rio Grande do Sul, Brazil, published an edited volume titled “Developing Gratitude in Children and Adolescents” just published by Cambridge University Press.  He was also invited to be guest editor for a special issue of the journal Cross-Cultural Research on the topic of developing gratitude in different cultures around the world.  He invited two doctoral students to join him on the editorial team, and the issue is now available (on-line first).  The papers feature data from 7- to 14-year-olds in the US, Brazil, Guatemala, Russia, Turkey, China, and South Korea, with all papers using the same theoretical perspective, methods, and analyses.  For more on their approach to gratitude, see http://morethanthanks.wp.uncg.edu/.  Finally, he gave an invited presentation at the November 2017 meetings of the National Council on Family Relations: “It’s Either Too Simple or Way Too Complex: Applying Bronfenbrenner’s Bioecological Theory in Family Research.”

Samantha L. Viano (Dissertation 2017) recently published a study in the Journal of Educational Administration (volume 55, issue number 6), titled “Teacher-Principal Race and Teacher Satisfaction over Time, Region.”

Greg Mariotti Walton (Postdoctoral 2007), together with Jason Okonofua and Dave Paunesku, received the 2017 Robert B. Cialdini Prize from the Society for Personality and Social Psychology for the paper, “Brief Intervention to Encourage Empathic Discipline Cuts Suspension Rates in Half among Adolescents.” The prize will be presented at the 2018 SPSP conference.

Elizabeth Watkins (Postdoctoral  2000) was named the ACOG Fellow in the History of American Obstetrics and Gynecology for 2018. She is professor of history of health sciences at the University of California, San Francisco, where she also serves as dean of the Graduate Division and vice chancellor of Student Academic Affairs.

Kathryn Wiley (Dissertation 2016) started her new position as a postdoctoral research associate at the University of California, San Diego, in the Department of Education Studies in July 2017, working with Megan Hopkins (Postdoctoral 2016). They recently presented a paper, “Supporting immigrant and refugee students in complex political times,” at the University Council for Educational Administration conference in Denver, CO. In addition, her article, “Looking back, moving forward: Applying an equity-minded change framework to school discipline reform,” has recently been accepted for publication, and she has recently submitted for review the first manuscript from her NAEd/Spencer Dissertation Fellowship. This spring, she is presenting a paper at AERA, “Equity, Oversight, and School Autonomy: Evidence from a Case Study,” that addresses issues of equity and school governance reforms.

Dake Zhang (Postdoctoral 2016) was invited to give a talk on math learning disabilities in the research colloquium at Teachers College, Columbia University, and a talk on preparing special education teachers in a Special Education Research Seminar at Beijing Normal University, Beijing, China. She received the Outstanding Asian American Researcher Award from the P.Y.Chou Foundation in the summer of 2017 on research on the hidden math learning difficulties in Asian American students under the model minority myth.  Three of her articles were also accepted since May 2017, including a paper on math learning disabilities accepted by Learning Disability Quarterly and two papers on special education teacher preparations accepted by Remedial and Special Education and the Journal of Child and Family Studies.

Jonathan Zimmerman (Postdoctoral 1999) is leading a partnership between the University of Pennsylvania and Cairn University, formerly Philadelphia Bible College. The partnership will sponsor political dialogues between students at Cairn and Penn. He also spoke on the same theme at over a dozen different campuses, urging schools and universities to create conversations across our differences.

Kate Zinsser (Postdoctoral 2015) has continued to investigate and disseminate findings related to the preschool expulsion crisis in Chicago and across the country. With data collected through her initial NAEd/Spencer Foundation support, Kate and her students have presented numerous papers and posters at regional and national conferences, and recently published a paper entitled “Understanding preschool expulsion through the lens of teacher stress and supports of child social-emotional learning” in the Journal of Applied Developmental Psychology. Notably, through her experiences in the fellowship, Kate has been inspired to incorporate additional policy and advocacy work into her program of research. She is completing training on policy engagement this winter and collaborating with the Ounce of Prevention to study the impacts of legislation related to early childhood discipline and mental health resource allocation in Illinois.

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