Dor Abrahamson (Postdoctoral 2005) was promoted to Full Professor in the Graduate School of Education at the University of California, Berkeley.

Anjali Adukia (Postdoctoral 2018) was selected as a William T. Grant Scholar.  She was also recognized with an honorable mention for the University of Chicago Feminist Forum Professor Award.

Ujju Aggarwal (Postdoctoral 2015) is co-editing a special issue of Women’s Studies Quarterly (Fall 2019). Together, that will examine the possibilities and limitations of “together” in past and present struggles for social justice. She is also co-editing What’s race got to do with it?: How current school reform policy maintains racial and economic inequality 2nd Edition (Peter Lang 2019). In October 2018, she delivered a keynote address (entitled “Fight for the City: Urban Commons and Legacies of Struggle”) at the European Capital of Culture, Valletta 2018. In November 2018, she co-organized a roundtable, “Emergent Counter-Topographies, Infrastructures, and Genealogies of Struggle” at the American Studies Annual Meeting and also was a panel participant at the National Women’s Studies Association’s Annual Meeting where she delivered a paper entitled, “Partitioned Publics and Carceral Care.” In March 2019, she will deliver a keynote address for a symposium on Social Practice and Community-Engaged Work at the University of Vermont; she will also speak at Georgetown University’s speaker series: “Identities, Transformation, and the Politics of Inequality in Education: From the courtroom to the classroom.” In April 2019, she will be a speaker for The New School for Social Research Anthropology Program’s colloquium series.

Abdul Kayum Ahmed (Dissertation 2018) published an article in the Columbia Human Rights Law Review based on his Ph.D. dissertation research which centers on the decolonial #RhodesMustFall student movement that emerged at the universities of Cape Town and Oxford. The article entitled, “Human Rights and the Non-Human Black Body” examines the critiques developed by the #RhodesMustFall movement in its rejection of human rights, including the idea that human rights is incapable of contemplating the “non-human”; and entity, often a Black body, that displays human characteristics but is not recognized as human.

Maren Aukerman (Postdoctoral 2008) received the International Literacy Association’s 2018 Dina Feitelson Award, given “to recognize an outstanding empirical study, published in English in a refereed journal.” The article, coauthored Lorien Chambers Schuldt (Dissertation 2013), is entitled, “’The pictures can say more things’: Change across time in young children’s reference to images and words during text discussion.”

Laura Aull (Postdoctoral 2016) has a book, Student Discourse and School Genres, which is now in press with the Modern Language Association (MLA) and will appear next year. Building on research completed during her 2016-2018 NAEd/Spencer Postdoctoral Fellowship, the book includes a corpus linguistic analysis of postsecondary writing across undergraduate and graduate-level assignments and outlines a new, discourse-driven conceptualization of student writing and school genres. To do so, the book offers (1) linguistic analysis of student writing that exposes discursive ways of seeing and being rewarded in school genres, and (2) concrete, language-level insights about what civility, concision, and cohesion look like in academic writing.

David Baker (Postdoctoral 1986) published The Schooled Society, (Stanford University Press).  It was winner of AERA’s Outstanding Book of the Year in 2014 and has been translated into Korean and published in 2018 by Pakyoungsa Press (박영사), Seoul, Korea.   Baker says, “This translation is a particular honor since it was done by a team of distinguished Korean sociologists and experts in the Ministry of Education, including my current colleagues and students and former students.  They all agreed that they would never do the hard work of a scholarly translation again!  So I’m extra grateful they hung in there on my book.”

Bianca J. Baldridge (Postdoctoral 2016), Assistant Professor at UW-Madison, was announced as an Outstanding Women of Color Award Honoree at UW Madison. The Outstanding Women of Color Award is a university recognition that honors women of color who are deeply rooted in the campus and the Madison community through their work for social justice, service, research and community building.

Angela Calabrese Barton (Postdoctoral 1996) has published a book with her colleague Edna Tan on STEM-rich Maker Learning: Designing for Equity with Youth of Color (Teachers College Press, 2018). She also has a recently co-authored publication focused on “Making Space: How Novice Teachers Create Opportunities for Equitable Sense-Making in Elementary Science,” (Journal of Teacher Education, 2018).

Gert Biesta (Postdoctoral 1995) will join the Research Centre for Public Education and Pedagogy at Maynooth University Ireland as Professor of Public Education in January 2019.

Travis J. Bristol (Dissertation 2013) co-published “Exploring the boundary heightening experiences of Black male teachers: Lessons for teacher education” in the Journal of Teacher Education with Ramon Goings in July 2018.  In November, he co-published “Who is here to help me?: The work-related social networks of teachers of color.” in American Educational Research Journal with Matthew Shirrell (Dissertation 2013).

Claudia Buchmann (Postdoctoral 2000) serves as chair of the department of Sociology at The Ohio State University, and she was recently named Arts and Sciences Distinguished Professor in the College of Arts and Sciences.  She has been invited to give a keynote address at the College for Interdisciplinary Educational Research meeting in Berlin, Germany in April 2019.

Brian A. Burt (Postdoctoral 2016) was lead author of a published article based on his NAEd/Spencer Postdoctoral Fellowship research titled, “It takes a village: The role of emic and etic adaptive strengths on the persistence of Black men in engineering graduate programs,” and was sole author of “Towards a theory of engineering professorial intentions: The role of research group experiences”; both articles are published in the American Educational Research Journal (articles are currently available online). He also gave an invited talk, “Broadening participation in STEM: Identifying barriers and promoting promising policies and practice,” at the Visiting Faculty Scholars of Color lecture series at the University of Pennsylvania’s Graduate School of Education. His talk was based on his NAEd/Spencer Postdoctoral Fellowship research and findings from his National Science Foundation CAREER Award study.

Nolan Cabrera (Postdoctoral 2014) published his book White Guys on Campus (Rutgers University Press), an article entitled “Where’s the Racial Theory in Critical Race Theory?: A Constructive Criticism of the Crits” (Review of Higher Education), and gave the keynote address at the annual meeting of the Association for the Study of Higher Education’s Council on Ethnic Participation, entitled “Academic Resistance in the Trump Era.”  See the full video here.

Corbin M. Campbell (Postdoctoral 2015) received tenure and was promoted to Associate Professor of Higher Education at Teachers College, Columbia University.  She edited a book entitled, Reframing Rigor: New Understandings for Equity and Student Success, published by Jossey Bass in 2018.  She also published two articles. She published the first article in Teachers College Record with co-author Deniece Dortch, entitled, “Reconsidering Academic Rigor: The Practice of Posing and Supporting Rigorous Coursework at Two Research Institutions.”  On the second article, she was a co-author (with lead author Jessica Michel) in Innovative Higher Education, entitled, “Ignis Fatuus Effect of Faculty Category: Is the Tenure Versus Non-Tenure Debate Meaningful to Students’ Course Experiences?”  She gave two presentations at the Association for the Study of Higher Education conference in November.  Finally, Corbin was elected to the Board of Education for Mountain Lakes School District in New Jersey this fall.

Toni Cela (Dissertation 2014) joined the University of Miami’s Department of Anthropology as a Post-Doctoral Research Associate in Fall 2018. She serves as the Project Coordinator of a 3-year National Institutes of Health/National Institute of Drug Abuse (NIH/NIDA) funded research-intervention of a culturally modified family-based therapy for Haitian youth and their families (Louis Herns Marcelin, PI). This randomized clinical trial will test the Culturally Informed and Flexible Family-Based Therapy for Adolescents (CIFFTA) intervention model against the Standard of Care currently offered to Haitian youth in the Miami-Dade County Juvenile Assessment Center’s diversionary program. The project aims to reduce recidivism, substance abuse and sexual behaviors by identifying and decreasing risk factors while strengthening the protective factors that can contribute to healthy development among youth ages 13-17 through the development of a therapeutic, family-based model. In November 2018, Toni Cela co-presented, After Hurricane Matthew in Haiti: Recovery and Reconstruction One Year Latera visual ethnography at the 2018 American Anthropological Association’s 117th Annual Meeting in San Jose, California. In this documentary, victims of Hurricane Matthew present their stories of disaster recovery and reconstruction educating viewers about the vulnerabilities they must contend with as well as the well-intentioned humanitarian interventions that have exacerbated local risks. The documentary, which she co-produced with Dr. Louis Herns Marcelin, is part of a 5-year mixed-methods study of disaster recovery processes conducted on behalf of the Interuniversity Institute for Research and Development (INURED) in Haiti.

Nadia Chernyak (Dissertation 2013) published five recent papers in Developmental Science, Frontiers in Developmental Psychology, Early Childhood Research Quarterly, Journal of Cognition & Development, and Developmental Psychology. Two of these papers feature cross-cultural work exploring the relationship between income inequality and prosocial behavior in rural Zambian children, as well as comparing concepts of choice and agency in U.S. and Singaporean children. Additionally, she gave colloquia at Boston College and the University of California – Irvine.

Eddie R. Cole (Postdoctoral 2015) received the 2018 Early Career Award from the Association for the Study of Higher Education (ASHE) in November during the organization’s annual meeting. The award is given for a significant body of scholarship, a single extraordinary research achievement by a higher education scholar, or recognition of a potential for future research. The honor is reserved for individuals who are no more than six years beyond the receipt of the doctoral degree.

James Collins (Postdoctoral 1988) has published “La Construcción de ‘aprendices de lengua inglesa’ (ELL): un análisis de procesos de registro y efectos de estado en la escolarización de estudiantes migrantes multilingües”  (“Constructing English Language Learners: An Analysis of Register Process and State Effects in the Schooling of Multilingual Migrant Students”) in  Cuadernos de Antroplogía Sociale 47: 33-53, special issue devoted to the Anthropology of Education in North and South America.  He also published “Register processes in contemporary South African schools: Dialectics of fixity and fluidity” in Jurgen Jaspers & Lian Madsen (Eds.) Languagised lives: Fixity and fluidity in sociolinguistic theory and practice. In press, Routledge.

Elizabeth Cooksey (Postdoctoral 1991), Director of CHRR at The Ohio State University, has been creating the American Population Panel – a group that now comprises over 20,000 individuals ages 18 and older and living in the US who have signed up to take online surveys for research purposes. Whether you want to use panel members for testing a few questions or for running a complete survey, you can find out more about the APP online at https://chrr.osu.edu/projects/american-population-panel. Please feel free to contact her directly with questions at cooksey.1@osu.edu.

Randall Curren (Postdoctoral 1991) coauthored the book, Patriotic Education in a Global Age (U of Chicago Press, 2018), with historian Charles Dorn. It was the subject of symposia at the 2018 AERA, HES, and PESNA conferences, and it is the subject of forthcoming symposia in the Journal of Social Philosophy and at Trinity College Dublin. Also appearing in recent months are: “Friday Night Lights Out: The End of Football in Schools,” (with Jason Blokhuis) Harvard Educational Review 88(2) (2018): 141-162; “Virtue Epistemology and Education,” in Heather Battaly, ed., The Routledge Handbook of Virtue Epistemology (New York: Routledge, 2018), pp. 470-482; “Patriotism, Populism, and Reactionary Politics since 9/11,” in Mitja Sardoč, ed., Handbook of Patriotism (Dordrecht: Springer, 2018); “Education, History of Philosophy of,” Routledge Encyclopedia of Philosophy Online (2018); “Sustainability Ethics across the Curriculum,” in Elaine E. Englehardt and Michael S. Pritchard, eds., Ethics across the Curriculum: Pedagogical Perspectives (Dordrecht: Springer, 2018), pp. 273-287; and “The Nature and Nurture of Patriotic Virtue” (with Charles Dorn), in Tom Harrison & David Walker, eds., The Theory and Practice of Virtue Education (London: Routledge, 2018), pp. 171-183. Curren’s upcoming talks include a keynote lecture, “Education for Human Flourishing,” at a Roundtable Conference on Human Education in the 3rd Millennium, hosted by HH the Dalai Lama, in Dharamsala, India, in early 2019.

Sarah Dryden-Peterson (Postdoctoral 2015) has been delighted to continue co-authoring with Michelle J. Bellino (Postdoctoral 2016), and they recently published an article on long-term work in Kenya, “Learning in segregated settings: Education and social integration among refugee youth in Kenya” in the British Journal of the Sociology of Education. Dryden-Peterson also published a book chapter on belonging and inclusion in refugee education in NAEd Member Marcelo M. Suarez-Orozco’s new edited volume, On Humanitarianism and Mass Migration.

Begona Echeverria (Postdoctoral 2005) was promoted to Full Professor at UC Riverside’s Graduate School of Education on July 1, 2018.

Christina Ciocca Eller (Dissertation 2017) has published new work with co-author, Thomas A. DiPrete, in the December issue of the American Sociological Review.  The article, entitled, “The Paradox of Persistence: Explaining the Black-White Gap in Bachelor’s Degree Completion,” finds that black students’ greater willingness to enter four-year college, as compared with white students with similar pre-college academic and social resources, decreases these students’ BA completion rate. Paradoxically, however, it also raises their rate of BA attainment, or the rate of BA completion among the population of all high school graduates. Please find the full article at https://journals.sagepub.com/doi/full/10.1177/0003122418808005.

Tisha Lewis Ellison (Postdoctoral 2015) is the recipient of The Southeastern Conference (SEC) Faculty Travel Program, University of Georgia, Office of Research, to visit the University of South Carolina and University of Kentucky for joint project: “Learning from Families and Communities: Lessons for Educational Change” (with Drs. Kristen Perry, Cathy Compton-Lilly, & Peter Smagorinsky) (2018-2019). She also received the Sarah H. Moss Fellowship, University of Georgia, Center for Teaching and Learning to conduct research on project: “Dig-A-Dyads: African American Father and Daughter Dyads in STEM” (2018-2019). She served as a guest lecturer for doctoral level course: ELTL 687: Institute in Education: Discourse Analysis. Topic: Multimodal Discourse Analysis. University at Albany, State University of New York, Albany, NY. Finally, she has recently published and presented on her NAEd/Spencer Postdoctoral Fellowship project on African American fathers’ digital literacy practices:

Lewis Ellison, T., & Toliver, S. R. (2018). (CHAT)ting at home: A family’s activity theory system. Voices from the Middle, 25(3), 37-42.

Panel Presentation:
Lewis Ellison, T. (2018, November 16). Supporting literacy learning at home between an African American father with his children. National Council of Teachers of English. National Council for Research on Language and Literacy. Sponsored Session Title: “Considering What Families Bring to Literacy Learning: What We Know and Why it Matters.” Distinguished Scholar Panel (with Drs. Jaime Puccioni, Pat Edwards, and Peter Smagorinsky) Houston, TX.

Research Colloquium Talk:
Lewis Ellison, T. (2018, April 12). A critical sociocultural approach to examining African American fathers’ digital literacy practices. Teachers College, Columbia University, New York.

Terrie Epstein (Postdoctoral 1995) of Hunter College, City University of New York and Lagarrett King (University of Missouri) received a Spencer Foundation Research Conference Grant for “Racial Literacy in the History Classroom: Creating Equitable Educational Spaces,” to be held in New York City from June 26-28, 2019.   The conference will convene an inter-disciplinary, multi-ethnic and multi-generational team of scholars conducting research on ways to make the teaching and learning of national history more inclusive.

Clare Buckley Flack (Dissertation 2018) was an author on a technical report published in November entitled “Strategic Inquiry and New York City’s Renewal High Schools.” The lead author was Professor Priscilla Wohlstetter, and the other author was Teachers College doctoral candidate Elisabeth Kim. In this mixed methods program evaluation, they found that implementation of the Strategic Inquiry model in the Renewal High Schools was associated with significant improvements in students’ likelihood of graduating on time and positive shifts in school culture.

Glenda M. Flores (Postdoctoral 2015) received the Outstanding Contribution to Scholarship Book Award from the Race, Gender and Class Section of the American Sociological Association and the Distinguished Contribution to Research Book Award from the Latina/o Sociology Section of the ASA (Honorable Mention) for her book, Latina Teachers: Creating Careers and Guarding Culture. She also received the Dynamic Womxn of the Year Award at UCI in 2018 for her research, teaching and service to the university. Her article titled, “Pursuing Medicina [Medicine]: Latina Physicians and Parental Messages on Gendered Career Choices” was just published in Sex Roles. More recently, she won a $5,000 Inclusive Excellence Spirit grant to examine the lives of Latina/o/x’s in STEM related careers.

Amanda Godley (Postdoctoral 2005), of the University of Pittsburgh, recently published Critical Language Pedagogy: Interrogating Language, Dialects and Power in Teacher Education (Peter Lang, 2018) co-authored with Jeffrey Reaser (North Carolina State University).

Manuel González Canché (Postdoctoral 2018) has a number of recent publications in press:
González Canché, M. S. (in press, 2019). Community College Effects on Undergraduate Student Loan Debt: A Comprehensive Analysis of Debt Accumulation and Burden Across Public Higher Education Sectors and Decades. Research in Higher Education.

González Canché, M. S. (in press, 2019). Spatial Econometrics and Network Analysis as Means to Assess the Assumption of Independence in Higher Education Research. New Directions For Institutional Research.

González Canché, M. S. (in press, 2019). The Statistical Power of “Zooming In:” Applying Geographically-Based Difference in Differences Using Spatio-Temporal Analysis to the Study of College Aid and Access. New Directions For Institutional Research.

González Canché, M. S. (in press, 2019). Geographical, Statistical, and Qualitative Network Analysis: A Multifaceted Method-Bridging Tool to Reveal and Model Meaningful Structures in Education Research. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research, Vol. 34. Springer. Available here.

González Canché, M. S. (2018). Nearby College Enrollment and Geographical Skills Mismatch:(Re) conceptualizing Student Out-Migration in the American Higher Education System. The Journal of Higher Education, 1-43.

González Canché, M. S. (2018). Geographical Network Analysis and Spatial Econometrics as Tools to Enhance Our Understanding of Student Migration Patterns and Benefits in the US Higher Education Network. The Review of Higher Education41(2), 169-216.

Finally, he will present a course entitled, Network Analysis of Qualitative Data (NAQD): Toward Multimodal Narratives to Democratize Evidence, at the 2019 American Educational Research Association (AERA) Annual Meeting in Toronto. The course is scheduled for Thursday, April 04, 2019 from 9:00 am – 5:00 pm.

Rochelle Gutiérrez (Postdoctoral 1998), along with Imani Goffney, edited the volume Annual Perspectives in Mathematics Education: Rehumanizing Mathematics for Students Who are Black, Indigenous, and Latinx.  Reston, NJ: National Council of Teachers of Mathematics. She also wrote the introduction:  “Why We Need to Rehumanize Mathematics.”

Peter F. Halpin (Postdoctoral 2015) was promoted to Associate Professor of Applied Statistics at NYU Steinhardt in Spring 2018, and in Fall 218 he made the transition to Associate Professor of Quantitative Methods at the UNC – Chapel Hill School of Education. He has continued his research on small group collaborations among students, with recent publications appearing in Psychometrika and the Journal of Educational Measurement. Other recent work on the assessment of child development in international settings has appeared in Developmental Psychology and Early Childhood Research Quarterly.

David T. Hansen (Postdoctoral 1992) has recently published three papers on the concept of ‘bearing witness’ to teaching and teachers.  He argues that witnessing constitutes a generative ethical orientation in inquiry that highlights relationships, rather than knowledge production as such, between teachers and those in a position to influence and judge their work.  See: Bearing witness to the fusion of person and role in teaching, Journal of Aesthetic Education 52 (4), 21-48; Bearing witness to teaching and teachers, Journal of Curriculum Studies, 49 (1), 7-23; and Among school teachers: Bearing witness as an orientation in educational inquiry, Educational Theory, 67 (1), 9-30.

Bryan Henderson (Postdoctoral 2018) has been invited by the Royal Society of Chemistry to contribute a chapter to their new book, Argumentation in Chemistry Education: Research, Policy, and Practice. In this chapter, Henderson describes how freely-available technology can be used to support the learning of chemistry through evidence-based argumentation. Henderson has also been invited to write a chapter for the new Springer book, Active Learning in College Science: The Case for Evidence-Based Practice. For this chapter Henderson again promotes the affordances of digital technologies to make argumentation more frequent and more critical in science classrooms. Henderson gave an invited talk at the Weizmann Institute of Science in Israel regarding his use of technology to assess both oral and written modes of scientific argumentation. Finally, Henderson was selected to join the Editorial Board of the Journal of Research in Science Teaching (JRST), which is the most prestigious academic journal for science education.

Nancy Hornberger (Postdoctoral 2018) was awarded an honorary doctorate in the Faculty of Arts in October 2018 from Umeå University, Sweden, in recognition of her work in Indigenous language revitalization. Since 2012, she has served as Visiting Professor to Umeå University’s Department of Language Studies, consulting and collaborating in the development of Sámi language teaching, teacher education, and research in support of Sámi Indigenous language revitalization.  She will also be recognized at TESOL 2019 with the Charles A. Ferguson Award for Outstanding Scholarship from the Center for Applied Linguistics in Washington D.C.

Rosalind Horowitz, 1985-1988, served as Chair of The University of Texas at San Antonio newly formed Research and Development Committee of the College of Education and Human Development (COEHD) that prepared “An Assessment of COEHD Research Typologies, Productivity, Perceived Needs and Strategic Goals for 2018-2028”, a white paper for the University. Horowitz will also lead the College’s contributions to the 50th year anniversary celebration of the University. Horowitz serves on the UTSA Undergraduate Research and Scholarly Journal Editorial Board. She organized the Eighth Research Colloquium of the COEHD with presentations from faculty and doctoral students. Horowitz continues her work on oral and written discourse with global comparisons. She presented “The use of rhetorical structures in the creation of a spoken and written text. An historical perspective” at the Athens Institute for Education and Research, 20th Annual International Conference in Education, Athens, Greece in May 2018. Horowitz presented “Social-linguistic networks and formal written expression. Cross-national communication in a global world,” as an invited speaker on the Symposium on Global Issues of Language and Language Education, of the Comparative International of Educational Society, 62nd Annual Conference, entitled, Re-Mapping Global Education. South-North Dialogue, in Mexico City in March 2018. Horowitz continues her collaborations on Border Literacy by comparison of U.S.-Mexico youth literacies on the border in Laredo, Texas, with Kaye Academic College student literacies in Beersheba, on the Israeli border with Gaza. She has been a guest of the University of North Texas, Border Crossing Project, with Jalisco, Mexico constituencies.

Anthony M. Johnson (Dissertation 2016) published an article in December 2018 entitled “‘I Can Turn It on When I Need To’: Pre-college Integration, Culture, and Peer Academic Engagement among Black and Latino/a Engineering Students” in Sociology of Education (available online first). He is currently a Postdoctoral Fellow with the Inequality in America Initiative at Harvard University. 

Anna Kaiper (Dissertation 2017) recently had an article published in UNESCO’s journal, International Review of Education. The citation is below:
Kaiper, A.(2018).  “If you don’t have English, you’re just as good as a dead person”: A Narrative of Adult English Language Literacy Within Post-Apartheid South Africa. International Review of Education, 1-21.

Tami Katzir (Postdoctoral 2004) and her colleagues from Haifa University received the first large-scale federally funded reading intervention grants in Israel. The first grant (1.5 million NIS) examines the role of teacher training on reading comprehension of fourth and fifth-grade children. The second grant (1 million NIS) is the first to implement the RTI model in elementary school children in the country.

Gregory Kelly (Postdoctoral 1998) was named a Distinguished Professor in the College of Education at Penn State University. He was also recognized with the 2018 University Faculty Way Paver Award by The Council of College Multicultural Leadership (CCML) for his work with diversity and inclusion initiatives at Penn State and throughout the community. On a national level, he received the 2018 Dr. John J. Gumperz Memorial Award for Distinguished Lifetime Scholarship from the American Educational Research Association Language and Social Processes Special Interest Group. Recent publications include an edited book with Judith Green that focuses on using discourse analysis to examine knowledge and practice in science and engineering education. The reference for the book is: Kelly, G. J., & Green, J. (Eds.). (2019). Theory and methods for sociocultural research in science and engineering education. New York, NY: Routledge. https://www.crcpress.com/Theory-and-Methods-for-Sociocultural-Research-in-Science-and-Engineering/Kelly-Green/p/book/9780815351924

Michelle Knight-Manual (Postdoctoral 2003) recently published a new book with Joanne Marciano, Classroom Cultures: Equitable Schooling for Racially Diverse Youth (Teachers College Press, 2018). She also published with Iesha Jackson “Color does not equal consciousness: Educators of Color learning to enact a sociopolitical consciousness” in the Journal of Teacher Education.

Adam Laats (Postdoctoral 2009) received an Alstott Morgan Fellowship for research in the American Antiquarian Archives, Worcester, Massachusetts. He conducted research in the Joseph Lancaster papers for his new book, The System: Joseph Lancaster and the Roots of American Public Education, 1800-1838.

Victor Lee (Postdoc 2014) published a new book, Reconceptualizing Libraries: Perspectives from the Information and Learning Sciences, with Abigail Phillips. This volume is a compendium of research on how libraries are changing as learning environments and provides examples of new services, informal learning activities, connected learning, and Maker education programs. It is available through Routledge and major booksellers.

Timothy Lensmire (Postdoctoral 1994) founded a collective nearly ten years ago—the Midwest Critical Whiteness Collective (MCWC)—that wrote and edited the recently published book, Whiteness at the Table:  Antiracism, Racism, and Identity in Education (Rowman and Littlefield).  Lensmire wrote the introduction for the book and co-authored another chapter.

Cynthia Lewis (Postdoctoral 2000) has been appointed Professor and Chair of Education at the University of California, Santa Cruz. She is co-editor with Jennifer Rowsell of the Expanding Literacies in Education series published by Routledge, which now has 11 books in the series, with the two most recent published in July 2018. She also has a book chapter in press: Lewis, C. & Bigelow, M. (in press). Mobilizing and Languaging Emotion for Critical Media Literacy.  In R. Beach and D. Bloome (Eds.), Languaging relations for transforming the literacy and language arts classroom (pp. 216-234)New York: Routlege.

Luis Leyva (Dissertation 2015) received the 2018 Early Career Publication Award from the Research in Mathematics Education special interest group (SIG-RME) of the American Educational Research Association. He has a forthcoming journal article in Harvard Educational Review entitled “Racial (Mis)match in Middle School Mathematics Classrooms: Relational Interactions as a Racialized Mechanism.” Leyva also has two forthcoming chapters in edited books from Information Age Publishing: one to appear in Equity in Mathematics Education: Addressing a Changing World and another to appear in Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM. He recently received a non-residential, senior research fellowship as part of the Women of Color in Computing Research Collaborative sponsored by Arizona State University’s Center for Gender Equity in Science & Technology and the Kapor Center. In 2018, Leyva gave invited presentations at the American Association of Physics Teachers Summer Meeting and as a part of Purdue University’s School of Engineering Education Research Seminar Series. He was competitively selected as a Fellow for the Service, Teaching, and Research (STaR) Fellowship Program for early-career scholars in mathematics education and sponsored by the Association of Mathematics Teacher Educators. Most recently, Leyva received a research grant from Peabody College of Education & Human Development at Vanderbilt University to begin a new project exploring the educational experiences and identity development of undergraduate LGBTQ+ students of color in STEM (science, technology, engineering, and mathematics).

Rosina Lozano (Postdoctoral 2012) is now an Associate Professor of History at Princeton University after earning tenure in July. Her first book, An American Language: The History of Spanish in the United States was published in April. Rosina has enjoyed giving book talks on campuses this fall. Some of the highlights have included speaking at Columbia Teachers College where she enjoyed reconnecting with Ansley Erickson (Postdoctoral 2011) and being interviewed by Jorge Ramos for Univision’s Al Punto show.

Ian MacMullen (Postdoctoral 2010) published “Religious Schools, Civic Education, & Public Policy: A Framework for Evaluation & Decision” in Theory and Research in Education, vol. 16, no. 2 (2018).

Giselle Martinez Negrette (Dissertation 2018) received The Excellence in Engaged Scholarship Graduate Student Award at the University of Wisconsin-Madison. The award is given to a graduate student who has engaged with the community through service-learning, engaged teaching, or leading or participating in community based research.

Meghan McCormick (Dissertation 2014) is a Co-Principal Investigator on a seven-year, multi-site randomized trial evaluating the impacts of a home visiting program on children’s social-emotional skills, language development, and school achievement. The study was funded by the Laura and John Arnold Foundation and the Duke Endowment in the summer of 2018.

Julia McWilliams’ (Dissertation 2016) dissertation, is now forthcoming as a manuscript with Harvard Education Press. It’s available for pre-order on Amazon & the HEP website.

Darris Means (Postdoctoral 2017), assistant professor in University of Georgia’s College of Education, is the Co-PI on a research team that was recently awarded an NSF Improving Undergraduate STEM Education Grant. The three-year, $299,958 research project, called “Identifying the Community Cultural Wealth of Successful Black Science Students through Participatory Action Research,” will examine critical factors and mechanisms that support science degree persistence for Black students. In addition to Means, the team includes Julie Stanton (PI), an assistant professor of cellular biology at University of Georgia, and four student co-researchers: Lola Babatola, Birook MeKonnen, Wunmi Oni, and Chimezie Osondu.

Francine Menashy (Postdoctoral 2013) was promoted to Associate Professor with tenure at the University of Massachusetts Boston. She is co-PI (with Dr. Zeena Zakharia) of a $460,000 project entitled “Promising Partnership Models for Education in Emergencies: A Global-Local Analysis,” funded by the foundation Dubai Cares. Dr. Menashy co-edited an upcoming special issue of the International Journal of Educational Development on Network Analysis, Education Policy, and International Development. She recently began a 5-year term as co-editor of the journal Comparative Education Review.

Kathryn Moeller (Dissertation 2011, Postdoctoral 2017) is the winner of the 2018 National Women’s Studies Association Sara A. Whaley Book Prize for her book, The Gender Effect: Capitalism, Feminism, and the Corporate Politics of Development (University of California Press). The book was based on a dissertation supported by a 2011-2012 NAEd/Spencer Dissertation Fellowship and was awarded the Sarah A. Whaley Book Prize from the National Women’s Studies Association.

Judit Moschkovich (Postdoctoral 1995) was inducted as an American Educational Research Association (AERA) Fellow in April 2018 and received the 2019 Distinguished Scholar Award from the Special Interest Group for Research in Mathematics Education (SIG-RME) in AERA. As the SIG-RME awardee, she will present the “Distinguished Scholar Lecture” at the SIG-RME business meeting during the 2019 AERA Annual Conference in Toronto, Canada (April 5-9, 2019) when the award will be presented.  In 2018, Dr. Moschkovich published an article with Bill Zahner “Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions” in ZDM The International Journal on Mathematics Education. She was also co-editor of a volume with D. Wagner, A. Bose, J. Rodrigues, & M. Schütte “Language and communication in mathematics education: International perspectives” published by Springer, authored a book chapter in that volume “Recommendations for research on language and learning mathematics,” and contributed the chapter “Talking to learn mathematics: Supporting academic literacy in mathematics for English learners,” to the volume edited by Bailey, Maher, & Wilkinson (Eds.), Language, Literacy, and Learning in the STEM Disciplines published by Routledge. She served as Chair of the Education Department at UCSC from July 1, 2017 to September 1, 2018.

Gabrielle Oliveira (Dissertation 2013) recently published a book based on her NAEd/Spencer research: Motherhood Across Borders: Immigrants and their Children in Mexico and New York, published by NYU Press.  In November she was also awarded the Concha Delgado Gaetan Presidential Fellowship by the Council of Anthropology and Education part of the American Anthropological Association. Her other newest publication was co-written with Lesley Bartlett and Lori Ungemah and published in the Anthropology of Education Quarterly in November of 2018. The article entitled “Cruel Optimism: Migration and Schooling for Dominican Newcomer Immigrant Youth” was part of a larger collaboration funded by the Spencer Foundation Small Grants.

Raquel A. Otheguy (Dissertation 2013) accepted a position as Assistant Professor in the History Department at Bronx Community College, CUNY.

Caitlin Patler (Postdoctoral 2018) of UC Davis was awarded grants from the National Science Foundation and the UC-Mexico Research Initiative. She also published three papers:
Patler, Caitlin. In Press. “Undocumented Disadvantage, Citizen Advantage, or Both? The Comparative Educational Outcomes of Second and 1.5-Generation Latino Young Adults.” International Migration Review. Online first.

Patler, Caitlin, Jeffrey O. Sacha, and Nicholas Branic.* In Press. “Solitary Confinement Practices in a Subset of U.S. Immigrant Detention Facilities.”Journal of Population Research. Online first.
*Editor’s Pick for “quality, relevance, and contribution to the discipline.”

Patler, Caitlin. 2018. “To Reveal or Conceal: How Diverse Undocumented Youth Navigate Legal Status Disclosure.” Sociological Perspectives. 61(6): 857-873.

Danielle Pillet-Shore (Postdoctoral 2013) published a special issue of the peer-reviewed journal, Research on Language and Social Interaction. The Editor-in-Chief invited her to serve as both guest editor of, and author-contributor to this special issue devoted to the theme “Opening and Maintaining Face-to-Face Interaction” based on her reputation for sustained experience analyzing the openings of copresent encounters in both casual and institutional (e.g., parent-teacher conference) settings. As a contributing author, she published two sole-authored empirical research articles: (1) Pillet-Shore, Danielle. (2018a). How to begin. Research on Language and Social Interaction, 51(3), 213-231, DOI:  10.1080/08351813.2018.1485224; and (2) Pillet-Shore, Danielle. (2018b). Arriving: Expanding the personal state sequence. Research on Language and Social Interaction, 51(3), 232-247, DOI: 10.1080/08351813.2018.1485225. Based on this work, she was invited to join the Research on Language and Social Interaction Editorial Board. In addition, Danielle delivered two competitively-selected presentations on her research, one of which was selected for a Top Competitive Paper Award by the Language and Social Interaction Division of the National Communication Association. She also was invited to give three different presentations to international colleagues and graduate students, including at the Human Interaction Lab at Tufts University in Massachusetts, and the International Conference on Conversation Analysis at Loughborough University.

Julie Posselt (Postdoctoral 2015) received the 2018 Early Career Award from the American Educational Research Association.

Rob Reich (Postdoctoral 2002) published Just Giving: Why Philanthropy is Failing Democracy and How It Can Do Better (Princeton University Press). He is also teaching a new interdisciplinary course at Stanford on the ethics and politics of technology that was featured in a story in the New York Times. He currently serves as the faculty director of the Center for Ethics in Society.

Frank Reichert (Postdoctoral 2016), has recently been appointed as Research Assistant Professor at the Faculty of Education, the University of Hong Kong. Together with NAEd member Judith Torney-Purta, he also just published an article entitled “A cross-national comparison of teachers’ beliefs about the aims of civic education in 12 countries: A person-centered analysis” ahead of print in Teaching and Teacher Education (http://dx.doi.org/10.1016%2Fj.tate.2018.09.005). In this article, the authors report results from a latent class analysis of the International Civic and Citizenship Education Study of 2009, which identified three distinct profiles of teachers’ beliefs about the goals of citizenship education; these profiles are associated with teachers’ characteristics and with national indicators of democratic development. In addition, Frank’s previously published article in the Journal of Youth and Adolescence, “Profiles of adolescents’ perceptions of democratic classroom climate and students’ influence: The effect of school and community contexts” (https://doi.org/10.1007/s10964-018-0831-8), which was co-authored by Jiaxin Chen and Judith Torney-Purta, has been selected by the International Association for the Evaluation of Educational Achievement (IEA) as the winner of this year’s Richard Wolf Award.

Jennifer Riggan (Postdoctoral 2012) will be the 2019 Georg Arnhold Professor in Education for Sustainable Peace, a fellowship awarded by the Georg Eckert Institute for Textbook Research in Braunschweig, Germany. She was also awarded an Honorable Mention for the Jackie Kirk Book Prize by the Comparative and International Education Society in March 2018 for her book, The Struggling State: Nationalism, Mass Militarization and the Education of Eritrea.

John L. Rudolph’s (Postdoctoral 2004) new book, How We Teach Science: What’s Changed, and Why It Matters, will be published this spring by Harvard University Press. The book, supported by funds from the Spencer Foundation and the National Science Foundation, traces the historical portrayals of the process of science in American schools from the middle nineteenth century to the present. Rudolph is currently serving his second term as department chair of the Department of Curriculum & Instruction at the University of Wisconsin-Madison.

Kihyun “Kelly” Ryoo (Postdoctoral 2014) is a co-principal investigator on a National Science Foundation grant ($989,536) to promote faculty mentoring for women and underrepresented groups in STEM. She was also promoted to Associate Professor with tenure at the University of North Carolina, Chapel Hill in July 2018.

Janelle Scott (Postdoctoral 2008, Dissertation 2000) was awarded the Robert C. and Mary Catherine Birgeneau Distinguished Chair in Educational Disparities at UC Berkeley. She was elected Vice President of the American Education Research Association’s Division L (Policy & Politics) and will begin her term at the annual meeting of AERA in 2019. This year, she is serving as Co-Program Chair for AERA’s Annual Meeting under the leadership of President Amy Stuart Wells. With Soyna Horsford and Gary Anderson, she published The politics of education policy in an era of inequality: Possibilities for democratic schooling. New York: Routledge.

Miriam Gamoran Sherin (Dissertation 1994, Postdoctoral 2001) was named the Alice Gabrielle Twight Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University. She became the Associate Provost for Undergraduate Education at Northwestern University in September 2018.

Roger C. Shouse (Postdoctoral 1995) published two articles: First, a piece with co-author Jinyan Bai, “Convivial Learning in Central China,” was published in the Journal of Ivan Illich Studies. Second, a chapter written with co-author’s Jinyan Bai and Chenwei, “Creativity and Leadership as Organizational Vectors: Implications for East Asian School Reform” was included in Kennedy, J. and Lee, J. (Eds.), Routledge Handbook on Schools and Schooling in Asia. In addition to this, after 24 years of service at Penn State, he now serves as Professor of Public Administration at Sichuan University in Chengdu China. All are welcome to visit!

Katie Headrick Taylor (Postdoctoral 2018) was awarded the Data Consortium Fellowship by the Data Consortium Fellows Program: A Mentorship Program to Expand the Cyberlearning Data Analytics Community, sponsored by the National Science Foundation. She also recently published an article, “Re-placing place-making: How African-American and Immigrant youth realize their rights to the city,” in the journal, Learning, Media, and Technology. Dr. Taylor delivered an invited talk, “Learning as Stewardship: Students at the Nexus of University-Community Relations,” at the Frontiers in Higher Education Research Seminar at the University of Washington.

Sara Tolbert (Postdoctoral 2015) is embarking on a new position as associate professor of bicultural science teacher education at the University of Canterbury in Christchurch, New Zealand, in January 2019. Her recent publications appear in The Journal of Research in Science Teaching: “The imperative to move toward a dimension of care in engineering education” (with Kristin Gunckel); and in Science Education: “Relevance and relational responsibility in justice-oriented science education research” (with Alexa Schindel (Postdoctoral 2014) and Alberto Rodriguez), and “Improving the teaching of science for English learners: a proof of concept study of preservice secondary science teacher education” (with Ed Lyon, Trish Stoddart, George Bunch (Postdoctoral 2010), Ivan Salinas, and Jorge Solis). She was a keynote panelist earlier this year at the American Association for the Advancement of Sciences Human Rights Coalition and also authored a commission paper for the recently released National Academy of Sciences’ ELs in STEM Subjects study report. Her current projects include Teaching Science for Social Justice: A Critical Teacher Inquiry Group (with Alexa Schindel) and Sociopolitical Praxis in Science Education (with Jill Williams).

Stanley Trent (Postdoctoral 1997) has been named the recipient of the Linda Julian Creative Nonfiction Award.  The prize for excellence in the art of the essay was established to honor the memory of Dr. Linda Julian by her family, friends, and the Emrys Foundation.  The essay will appear in Volume 36 of the Emrys Literary Journal.  The title of the essay is, “Still a Nigger,” which recounts his experiences at the Klan rally and Unite the Right rally in Charlottesville, VA on July 8, 2017 and August 11, 2017 respectively.

Stephanie J. Waterman, Onondaga, Turtle Clan, (Postdoctoral 2005) has a book chapter with colleagues Clark-Taylor, A., Sarubbi, M., & Kiyama, J. M, (2018) titled, “Modeling, mentoring, and pedagogy: Cultivating public scholars,” in A. Kezar, J. Drivalas, & J. A. Kitchen (Eds.) Envisioning public scholarship for our time: Models for Higher Education Researchers. She was also awarded a Social Sciences and Humanities Research Council Institutional, Insight Grant, “Islands of Sanctuary: First Nations/Native American Student Affairs Units” ($86,565).

Xiaogang Wu (Postdoctoral 2006) was elected as the Inaugural President of the International Chinese Sociological Association (ICSA) in 2018 and also promoted to Chair Professor in Social Science at Hong Kong University of Science and Technology. From Sept 2017 to Dec 2018, he has been Visiting Professor of Sociology at New York University, Shanghai. in 2018, he published the following articles:
Jia Miao and Xiaogang Wu 2018. “Neighborhood, Social Cohesion, and the Elderly’s Depression in Shanghai” Social Science and Medicine

Wu, Xiaogang and Guangye He 2018. “Ethnic Autonomy and Ethnic Inequality: An Empirical Assessment of Ethnic Policy in Urban China” China Review 18(2) :185-215

Li, Zhonglu and Xiaogang Wu 2018. “Social Policy and Political Trust: Evidence from the New Rural Pension Scheme (NRPS) in China” The China Quarterly 235 (Sep):644-668

Hu, Anning and Xiaogang Wu 2018. “Science or Liberal Arts? Family Background, Cultural Capital, and College Major Choice in China” British Journal of Sociology DOI 10.1111/1468-4446.12342

Guangye He and Xiaogang Wu 2018. “Dynamics of Gender Earnings Inequality in Reform-Era Urban China.” Work, Employment and Society 32(2):726-746

Xu, Duoduo, Xiaogang Wu, Zhuoni Zhang and  Jaap Dronkers 2018. “Not a Zero-Sum Game: Migration and Child Wellbeing in Contemporary China.” Demographic Research 38: 692-726

Wu, Xiaogang and Bingdao Zheng 2018 “Household Registration, Urban Status Attainment, and Social Stratification in Contemporary Urban China.” Research in Social Stratification and Mobility 53 (Feburary): 40-49

Nicholas Anthony Wright (Dissertation 2018) was invited to present his research on the impact of college financing programs on students’ college and labor market outcomes at the Central Bank of Jamaica and The University of the West Indies. He used both presentations as a forum to apprise policymakers and academics about the main research findings and policy recommendation from his research.

Di Xu (Postdoctoral 2018) has published four journal articles: (i) “Academic Performance in Community Colleges: the Influences of Part-Time and Full-Time Instructors” published in the American Educational Research Journal, (ii) “Does Contractual Form Matter? The Impact of Different Types of Non-Tenure Track Faculty on College Students’ Academic Outcomes” published in the Journal of Human Resources,  (iii) “Gender Achievement Gaps Among Chinese Middle School Students and the Role of Teachers’ Gender” published in Economics of Education Review, and (iv) “Increasing Interpersonal Interactions in an Online Course: Does Increased Instructor Email Activity and Voluntary Meeting Time in a Physical Classroom Facilitate Student Learning?” published in Online Learning”. She has been awarded a five-year CAREER grant from the National Science Foundation (NSF) to support her research into improving online courses at community colleges and is Co-PI on another 1.5-million NSF grant to provide professional learning programs to help STEM faculty improve their teaching.  In addition to the NSF grants, Dr. Xu received the Distinguished Assistant Professor Award for Research from UC Irvine’s Academic Senate for 2018–19 and has been awarded a 2018 “40 for 40 Fellowship” from the APPAM Policy Council.

Tatyana Yakhontova (Postdoctoral 1998) published a coauthored chapter “Studying and developing local writing cultures: An institutional partnership project supporting transition in Eastern Europe’s higher education” in the book entitled University Writing in Eastern and Central Europe: Tradition, Transition, and Innovation (Springer, 2018). She is currently involved in the COST Action IS1401 “Strengthening Europeans’ capabilities by establishing the European literacy network” (2014-2019) ‒ a research initiative supported by the European Union Framework Program for Research and Innovation “Horizon 2020”. As a writing specialist and participant of the Action, she was invited to give workshops on genre analysis and qualitative research methods at the “Qualitative and Mixed Methods in Writing Research” Training School (Skopje, Macedonia, 2018). Also, she coauthored a paper on the writing experiences shared by doctoral students, which she gave at the First Literacy Summit (Porto, Portugal, November 1-3, 2018).

Jonathan Zimmerman (Postdoctoral 1999) published “Brown: Without Deliberate Speed” in the November 22 issue of the New York Review of Books. His commentaries about American education in the Trump Era appeared in the Washington Post, the San Francisco Chronicle, the Chronicle of Higher Education, and the New Republic.

Kate Zinsser (Postdoctoral 2015) has continued building off of the research in to preschool expulsion in Chicago initiated during her NAEd/Spencer Fellowship. This past summer she secured a public policy grant from the Society for Community Research and Action (SCRA) to evaluate the implementation of new legislation in Illinois which aims to prohibit the expulsion of children in all state licensed or funded child care and preschool programs. While this is one of the most progressive such laws in the country, she and her community partners are identifying significant challenges and some unintended consequences associated with its roll out. Their mixed-method study of programs across the state will inform the ongoing rule writing procedures and contribute to the national conversation about reducing the overall rates of and racial and gender disparities in discipline in early childhood education. They will be sharing results at national and regional conferences as well on her lab’s website www.setllab.com.




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