A. Kayum Ahmed (Dissertation 2018) published articles on human rights education in South Africa in Comparative Education Review, President Trump’s invocation of the principle of sovereignty in the CUNY Law Review, and developing Fallism as an emergent decolonial option in Black Issues in Philosophy.

Anjali Adukia (Postdoctoral 2018) was appointed as a Faculty Research Fellow to the National Bureau of Economic Research (NBER).

Jamie Amemiya (Dissertation 2018) has two articles in press on school discipline:

Amemiya, J., Mortenson, E., & Wang, M. T. (in press, 2019). “Minor school infractions are not minor: School infractions for minor misconduct may increase adolescents’ defiant behavior and contribute to racial disparities in school discipline.” American Psychologist. doi:10.1037/amp0000475

Amemiya, J., Fine, A., & Wang, M. T. (in press, 2019). “Trust and discipline: Adolescents’ institutional and teacher trust predict classroom behavioral engagement following teacher discipline.” Child Development. doi:10.1111/cdev.13233

Jamie has also been awarded a National Institutes of Health F32 NRSA postdoctoral fellowship. She will complete her postdoctoral training at University of California, San Diego with Dr. Gail Heyman.

J. Cameron Anglum (Dissertation 2018) will join the faculty of the Saint Louis University School of Education as Assistant Professor, Education Policy and Equity, in August 2019.

Allison Atteberry (Postdoctoral 2017) in April 2019 was awarded the W.T. Grant Foundation’s Institutional Challenge Grant (ICG), along with Dr. Mimi Engel (Postdoctoral 2014). The ICG is typically awarded to one proposal each year to build sustained research-practice partnerships (RPPs) with public agencies to reduce inequality in youth outcomes and elevate the role of partnered research within institutions of higher education. This year, the Spencer Foundation joined forces with the W.T. Grant Foundation to co-support two of these ambitious grants. Atteberry and Engel are building an RPP with Denver Public Schools called the Teacher Workforce Collaborative (TWC). TWC aims to narrow Denver’s large and persistent achievement gaps by strengthening the District’s teacher workforce.

Bianca J. Baldridge (Postdoctoral 2016) Assistant Professor, University of Wisconsin Madison, published her first book, Reclaiming Community: Race and the Uncertain Future of Youth Work (Stanford University Press). Baldridge also earned three campus awards: the Honored Instructors Award from Academic Initiatives (where undergraduate students recognize faculty); and two university-wide awards: Distinguished Teaching Award for Excellence in Community-based Learning and the Outstanding Woman of Color award.

Michelle Bellino (Postdoctoral 2016) has published several texts documenting the multiyear ethnographic and youth participatory action research study she facilitated in Kakuma Refugee Camp in Kenya, supported by the NAEd/Spencer Postdoctoral Fellowship 2016. You can read about youth aspirations and postsecondary transitions in Globalisation, Societies and Education here; leveraging technology as a vehicle for youth networking, mobilization, and information-sharing in the American Journal of Community Psychology (co-authored with the Kakuma Youth Research Group), available here; accessing higher education in exile in Childhood Education (with Mohamud Hure) here; and global educational policy on national integration in the British Journal of Sociology of Education (with Sarah Dryden-Peterson, NAEd/Spencer Postdoctoral Fellowship 2015) available here. She has been invited to share this work in the Forum on Migration at Barnard College, and her talk can be viewed here. You can learn more about Kakuma Youth Opportunities for Lifelong Learning at kakumayouth.com.

Christopher Bischof’s (Postdoctoral 2017) first book, Teaching Britain: Elementary Teachers and the State of the Everyday, 1846-1906 will be out with Oxford University Press in early May.  He is now working on a new project that examines education during the era of emancipation in the West Indies.  Bischof’s first article from this new project, “Liberal subjects: elementary education and native agency in British West Indies, c. 1834–1860,” just came out in Slavery & Abolition.

Tolani Britton (Dissertation 2016) published a new article in the Journal Of Higher Education entitled “The Best Laid Plans: Postsecondary Educational Expectations and College Enrollment in Massachusetts.” This article explores the role of postsecondary expectations in middle and high school on college enrollment. Her dissertation also received the Honorable Mention for the Association for Education Finance and Policy (AEFP) Jean Flanigan Outstanding Dissertation Award.

Gustavo Bobonis (Postdoctoral 2008) won an Institutional Challenge Grant from the William T. Grant Foundation and the Spencer Foundation: http://wtgrantfoundation.org/two-new-institutional-challenge-grants-to-encourage-partnerships-between-research-institutions-and-public-organizations

George C. Bunch (Postdoctoral 2010) was promoted to Full Professor in the Education Department at University of California, Santa Cruz. His book with Aída Walqui, Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners, will be published in June by Teachers College Press. He is completing his first year as founding Principal Investigator for The History & Civics Project @ UC Santa Cruz, a regional California Subject Matter Project site devoted to transformative professional development for K-12 teachers of history and social studies.

Nolan Cabrera’s (Postdoctoral 2014) book White Guys on Campus  was awarded the AERA Division J “Publication of the Year” (2018).  He was also recognized as a Diverse Issues in Higher Education  “Emerging Scholar” (2019), and was recently featured on the Scholars Strategy Network No Jargon  podcast (https://scholars.org/podcast/life-changing-course).  He has given multiple keynotes including ones at Queens College, Florida International, and San Diego State.

Angela Calabrese Barton (Postdoctoral 1996) had her paper, “Designing for rightful presence in STEM: Community ethnography as an equity-oriented design approach,” published with the Journal of the Learning Sciences (co-authored with Edna Tan). In addition, she had three papers, all of which focus on equity and justice-oriented STEM education in the middle grades, published in Science Education, including “Engineering for Sustainable Communities: Epistemic Tools in Support of Equitable and Consequential Middle School Engineering” with Edna Tan and Aerin Benavides, “Critically Engaging Engineering in Place by Localizing Counternarratives when Engineering for Sustainable Communities” with Christina Restrepo Nazar and Edna Tan, and “How do middle school students become STEM-minded persons? Middle school students’ participation in science activities and identification with STEM careers” with Hosun Kang and colleagues.  She also gave the keynote talk at the Teaching, Learning, & Sociocultural Studies (TLS) Graduate Student Colloquy at the University of Arizona. She also was given the Outstanding Reviewer of the Year Award for the Journal of the Learning Sciences.

Gabriel Chouhy (Dissertation 2017) was selected to receive the Eduardo Lozano Dissertation Prize for 2017-18. The prize is awarded annually for the best doctoral dissertation at the University of Pittsburgh on a topic related to Latin America, the Caribbean, or Latin American communities in other countries. Only dissertations of the very highest quality and originality are nominated.

Amita Chudgar (Postdoctoral 2010) received a Lyle Spencer award (along with a fellow Spencer Post Doc, Dr. Nancy Kendall (Postdoctoral 2009) and colleague Dr. Thomas Luschei). Read the award announcement: https://www.spencer.org/grant-archive/understanding-marginalized-youth%E2%80%99s-secondary-education-experiences-mixed-methods-study-colombia

Christina Ciocca Eller (Dissertation 2017) defended her dissertation, “Organizational Effects on Bachelor’s Degree Completion for the New Majority,” on May 9. She looks forward to joining Harvard University as an assistant professor of Sociology and Social Studies this summer.

Maia Cucchiara (Postdoctoral 2012) will publish “‘I just need a job!’ Behavioral Solutions, Structural Problems, and the Hidden Curriculum of Parenting Education” in a forthcoming issue of Sociology of Education. The research for this article was supported by her NAEd/Spencer Postdoctoral Fellowship.

Helene Deacon (Postdoctoral 2008) Killam Professor at Dalhousie University in Canada, gave two invited talks this year—one at the University of Winnipeg in March and another at the University of Oslo in May.

Sarah Dryden-Peterson (Postdoctoral 2015) recently published work with doctoral candidate Celia Reddick that demonstrates how diasporas’ education development work seeks to transform conflict dynamics, in Afghanistan, Haiti, South Sudan, and Zimbabwe, in Comparative Education Review. She also published an article on long-term work on the role of technology in gender equity among refugee teachers in Kenya with colleagues Negin Dahya, Dacia Douhaibi, and Olivier Arvisais in Information, Communication, and Society. Over the past year, Dryden-Peterson led the United Nations High Commissioner for Refugees in drafting their new and soon-to-be-released Education Strategy. She is beginning a new project, “Together: Communities of Refuge and Belonging” in schools in six countries to examine productive pedagogies and relational practices in negotiating belonging and collective responsibility among refugees and host national young people.

Jason Ellis (Postdoctoral 2017), Assistant Professor at the University of British Columbia, published a new book, A Class by Themselves? The Origins of Special Education in Toronto and Beyond (Toronto: University of Toronto Press, 2019). The book situates the evolution of special education as an educational innovation in its proper historical context, to explore the rise of intelligence testing, the decline of child labour and rise of vocational guidance, emerging trends in mental hygiene and child psychology, and the implementation of a new progressive curriculum. Ellis uses pupil records to retell individual stories that illuminate how disability filtered down through the school system’s many nooks and crannies to mark disabled students as different from (and often inferior to) other school children.  A Class by Themselves? sheds new light on these and other issues by bringing special education’s curious past to bear on its constantly contested present.

Virginia J. Flood (Dissertation 2018) was invited to give a Wisconsin Ideas in Education Series Lecture at the University of Wisconsin – Madison on her dissertation methods. She was also invited to share her dissertation work at the University of Maryland and the University of Utah. After recent papers in Human Development and ZDM Mathematics Education, Virginia is looking forward to attending The Future of Embodied Design for Mathematical Imagination and Cognition workshop at the University of Wisconsin – Madison and starting some new collaborations this summer.

Gretchen Galbraith (Postdoctoral 1995) is leaving her position as Professor of History and Associate Dean of the College of Liberal Arts and Sciences at Grand Valley State University in Michigan to become Dean of Arts & Sciences at SUNY Potsdam.

Ryan Evely Gildersleeve (Postdoctoral 2012) was promoted to Professor at the University of Denver in May 2018. Since then, he has been enjoying sabbatical and serving as a Visiting Senior Fellow with the Spencer Foundation, a Visiting Scholar at the Center for Higher Education Futures at Aarhus University in Denmark, and a Visiting Scholar in Residence for Equity and Inclusion at Colorado Mountain College.

Maithreyi Gopalan (Dissertation 2017) has published new work with co-author, Ashlyn Aiko Nelson, in the April issue of the AERA Open journal. The article, entitled, “Understanding the Racial Discipline Gap in Schools,” explores the discipline gap between Black and White students and between Hispanic and White students using an extensive statewide, student-level micro dataset. They demonstrate that the Black-White disciplinary gaps, defined in a variety of ways and robust to a series of specification tests, emerge as early as in prekindergarten and widen with grade progression. Please find the full article at https://journals.sagepub.com/doi/full/10.1177/2332858419844613

DeLeon Gray (Dissertation 2011) recently created an animated video entitled, How Educators Can Help Students Feel Like They Belong: Cultural and Political Perspectives. This video is intended to translate scientific findings in a manner that may be used to guide public discourse on strategies for honoring and affirming students of color. For the 2019-2020 academic year, Gray will join Michigan State University’s College of Education as a Scholar-in-Residence. A link to the animated video can be found here: https://www.youtube.com/watch?v=UJKToGCavVs&t=1s

Michel Grosz (Dissertation 2015) will take on a new position as an economist at the Federal Trade Commission, working in the Consumer Protection division of its Bureau of Economics. His first dissertation paper, which he presented at the NAEd retreat in his fellowship year, was recently accepted at American Economic Journal: Economic Policy. He has also recently had papers published and accepted in Journal of Policy Analysis and Management and Education Finance and Policy.

David T. Hansen (Postdoctoral 1992) gave a Keynote Address at the annual meeting of the Philosophy of Education Society of Great Britain on March 29, 2019, entitled “Invoking Vocation: Why the Call to Teach Matters Today.”

Neil Heffernan (Postdoctoral 2002) created a PhD program in Learning Science and Technologies at WPI, which is graduating some great Ph.D. students and impacting this world and science. At the most recent Educational Data Mining Conference, he and his student won Best Student Paper for a new deep learning model that allows us to better understand student effect, and how it changes over time (paper).

The ASSISTments educational resource continues to grow, tripling its presence in schools this year. They are leveraging open education resources (EngageNY/Eurkea math / IllustritiveMath via OpenUpResoruces) where 400 new teachers are using the system. Schools that want to participate in our new federal recruiting efforts can learn more here.

Soo Hong (Postdoctoral 2014) serves as chair of the education department at Wellesley College. Her book, Natural Allies: Hope and Possibility in Teacher-Family Partnerships (Harvard Education Press) will be published October 2019.

Megan Hopkins (Postdoctoral 2016) recently published an article from her NAEd/Spencer-supported project in the American Educational Research Journal, entitled “Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction.” The article is available online at https://doi.org/10.3102/0002831219840352.

Rosalind Horowitz (Postdoctoral 1985) has served the American Educational Research Association (AERA) in a variety of leadership capacities over the past 40 years, including on the Executive Committee of the AERA’s 160 Special Interest Groups.  Most recently, Horowitz was elected Program Chair for the AERA Conference, Special Interest Group (SIG) on Research in Reading and Literacy, for a 3-year term, 2019-2022, effective May 1st 2019. Horowitz inaugurated this SIG’s International Consortium for World Literacy to study emerging trans-national and global literacies given mobility and change in societies, open to all members of AERA, with a Symposium to be held annually at the AERA meeting, and a current call for proposals for San Francisco, 2020. The latest symposium included speakers on oral and written literacies from Canada, Germany, and the United States.  As a member of the SIG Executive Committee, Horowitz developed the Toronto-AERA sessions on “Knowledge Building:  Reading and Writing in Design Mode” with addresses by Marlene Scardamalia and Carl Bereiter, of OISE, University of Toronto, and an all-day visit to the Jackman Institute of Child Study Laboratory School in Toronto with opportunities to witness first-hand teacher, creative dialogic communication with children. At her own institution, The University of Texas at San Antonio (UTSA), Horowitz organized the 9th Annual College of Education and Human Development Research Colloquium for faculty, doctoral and master’s students “Celebrating International Research” February 27, 2019. Horowitz served on a newly formed university-wide committee initiative for furthering Undergraduate Research across the UTSA Colleges.  Her undergraduate students spoke on “Border Language Conflicts” at the now annual Research and Creative Inquiry Showcase, April 25th 2019. She was selected as a judge for awards for undergraduate research presentations from colleges across the university at that showcase. Horowitz was a chair and discussant at the University of North Texas Conference on Education and Culture: Cross-Border Research sponsored by UNT, Secretariat of Education of the State of Jalisco, Mexico and Consulate General of Mexico in Dallas, organized by Nancy Nelson, March 27, 2019. These events contribute to her international comparative- work on U.S.-Mexico youth border literacies and Bedouin language and literacies on the Israel-Gaza Border in Beersheba, the Negev, Israel for re-envisioning border teacher education. Three awards were received in Spring, 2019: Horowitz was awarded one of two competitive research leaves from her department, at UT-SA, for Fall, 2019 to develop an edited volume on historical and current international research on the writing process. She was awarded publisher funds for graduate student support for this volume. Horowitz received the Albert Nelson Marquis Lifetime Achievement Award in 2018 for career longevity and demonstration of unwavering excellence in her field of research.

Ozan Jaquette (Postdoctoral 2017) and co-authors just released a policy report, jointly funded by the NAEd/Spencer Postdoctoral Fellowship and Joyce Foundation, about the recruiting research that was basis of his NAEd postdoc. The report can be found here: https://emraresearch.org/sites/default/files/2019-03/joyce_report.pdf

And link to interactive results here: https://ozanj.github.io/joyce_report/#/title

This report received substantial media attention from outlets like CNN, US News, NPR, InsideHigherEd, Chronicle of Higher Education, Politico, Voice of America, etc.

Anna Kaiper (Dissertation 2017) has published the following articles, briefs, and book chapters:

Kaiper, A. (2019). “Critical Ethnographic Narrative Analysis: The Narratives of South African Domestic Workers and English Language Learning.” SAGE Research Methods Cases.

Vanek, J., Cushing-Leubner, J., Engman, M. and Kaiper, A. (2019). “Exposing Vacancies: Interactive Agency in Adult Education Language Policy.” In J. Bouchard & G.P. Glasgow (Eds.), Agency in Language Policy and Planning: Critical Inquiries. London: Routledge, pp. 267-296.

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.

Kaiper, A. (2018) “Education and Literacy as Metonyms for English: Adult Basic Education and Domestic Workers in South Africa.” Research Brief #9, Goodling Institute.

Additionally, Anna won the Best Dissertation Award for the Language Issues SIG at the 2019 Comparative and International Education Society Conference held in San Francisco, CA.

Nick Johnson (2016 Dissertation) authored an article entitled, “Can You Help Me Count these Pennies?: Surfacing Preschoolers’ Understandings of Counting” that was recently published in Mathematical Thinking and Learning. Drawing from assessment interviews with 476 preschoolers, Johnson and his colleagues at UCLA found that young children demonstrated understandings of counting principles on a challenging task that were not captured by simpler or more scaffolded tasks. They concluded that common approaches to capturing young children’s mathematical understanding are likely underestimating their capabilities. Nick also presented an invited talk titled, “Expanding Competence: Recognizing and Building from Children’s Partial Understandings” as part of the Yopp Distinguished Speaker Series at the University of North Carolina, Greensboro.

Adam Laats (Postdoctoral 2009) published a commentary about the politics of conservative religious schools in the Washington Post: “Karen Pence and her Defenders Can’t Claim They’re Standing for Christian Beliefs,” 21 January 2019. He has also accepted a short-term fellowship at the Library Company of Philadelphia to continue research on his new book, The System: Joseph Lancaster and the Roots of America’s Public Schools, 1800-1838.

Kathryn Lanouette (Dissertation 2017) will be completing her doctorate this summer at University of California Berkeley in the Learning Sciences and Human Development Program. At the upcoming Computer Supported Collaborative Learning Conference in Lyon, France, she will be presenting a paper titled “Moving between Experience, Data and Explanation: The Potential of Interactive GIS Maps in Elementary Students’ Science Conversations”. Beginning in Fall 2019, Kathryn will begin as a postdoctoral scholar at UC Berkeley working with Dr. Michelle Wilkerson on her recent NSF STEM + C grant Writing Data Stories (PI: Michelle Wilkerson, Co PIs: Kris D. Gutiérrez, William Finzer, Hollylynne Lee).

Timothy J. Lensmire (Postdoctoral 1994) wrote a chapter entitled “Writing, race and creative democracy” for the book, Research methods for social justice and equity in education;  and, with Valerie Kinloch, wrote “A dialogue on race, racism, white privilege, and white supremacy in English education,” which served as the introduction to a special issue of the journal English Education.  Lensmire also gave a series of invited talks at Michigan State University and the University of Wisconsin-Stevens Point, among others, on his book, White folks:  Race and identity in rural America.

Mollie McQuillan (Dissertation 2017) recently accepted an Assistant Professor position in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin – Madison. She will also be participating in the Spencer Foundation’s Transforming Public Education: A Research Agenda Conference this fall.

Francine Menashy (Postdoctoral 2013) was elected to the Board of Directors of the Comparative and International Education Society. Her article (co-authored with Robin Shields of the University of Bath) “The network of bilateral aid to education” was published in the International Journal of Educational Development. Her new book, International Aid to Education: Power Dynamics in an Era of Partnership, will be published by Teachers College Press in July 2019.

Paul Morgan (Postdoctoral 2008) lead a new study examining risk factors for more frequent suspension from U.S. elementary and middle schools. They found that students who are Black were suspended more frequently than observationally similar students who are White. They did not find that students with disabilities including those of color were suspended more frequently. The study was published in the Journal of School Psychology (S0022440518301171), and was reported on by both Education Week (http://blogs.edweek.org/edweek/speced/2018/12/race_not_disability_status_linked_to_suspensions.html) and the Hechinger Report (https://hechingerreport.org/the-debate-over-students-with-learning-disabilities-suspensions-and-race/). He currently serves as the Principal Investigator of two National Science Foundation-funded projects examining risk factors for mathematics or science difficulties during elementary school. Morgan lead two studies, one published in Child Development (https://onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13095) and the other in Early Childhood Research Quarterly (https://www.sciencedirect.com/science/article/pii/S0885200617301874?via%3Dihub) finding that executive functions predict children’s later academic achievement and classroom behavior. He was one of 10 national experts asked to serve on a Technical Review Panel for a new nationally representative dataset being collected by the National Center for Education Statistics.

Lourdes Ortega (Postdoctoral 2003) returned to her normal teaching at Georgetown University after spending a wonderful fall sabbatical as an ARC fellow at CUNY Graduate Center. She just published The Cambridge Handbook of Bilingualism, with co-editor Annick De Houwer, as well as an article in the Modern Language Journal entitled “Second Language Acquisition and the Study of Equitable Multilingualism.” She is also thrilled to begin a three-year International Partnership for Excellent Education and Research funded by the Research Council of Norway (2019-2021). The grant’s goal is to support research capacity on multilingual learning, globalization, and social justice. It will allow her and her students and colleagues to engage in sustained dialogue with key scholars of multilingualism at the Center for Multilingualism in Society across the Lifespan in Norway and at four partnering universities in South Africa.

Lindsay Page (Postdoctoral 2017) (University of Pittsburgh School of Education) was promoted to Associate Professor with tenure in January 2019.

Dave Paulson’s (Dissertation 2017) work was featured in Critical Asian Studies in a column entitled, “Livestream in the Context of Ethnographic Fieldwork: A New Media Literacy” (which can be read at: http://bit.ly/PaulsonMarch2019) in March. In early April, he gave a paper presentation at the 6th Annual Language, Linguistics and Life Conference at Temple University on the topic of “(Re)Mediating Endangerment: Towards a Visual Anthropology of Language Revitalization.” Finally, at the end of April, Paulson was an invited speaker at Drexel University’s Global Education Colloquium where he gave a presentation entitled, “The Palei and the City: Language Endangerment and Socialization in the Context of Vietnam’s Rural–Urban Migrations.”

Caitlin Patler, (Postdoctoral 2018) Assistant Professor of Sociology at UC Davis and 2018 NAEd/Spencer Foundation Postdoctoral Fellow, received the 2018 Best Article Award from the Pacific Sociological Association for her article, “To Reveal or Conceal: How Diverse Undocumented Youth Navigate Legal Status Disclosure.” (Sociological Perspectives. 61(6): 857-873).

Stacy J. Priniski (Dissertation 2018) accepted a research associate position at Michigan State University and has a new article in press:

Priniski, S. J., Rosenzweig, E. Q., Canning, E. A., Hecht, C. A., Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (in press). The benefits of combining value for the self and others in utility-value interventions. Journal of Educational Psychology.

Xu Qin (Dissertation 2017) started as an Assistant Professor in the Department of Psychology in Education at the University of Pittsburgh. She received the 2019 AERA Division D: Outstanding Dissertation Award for her dissertation “Causal Mediation Analysis in Multisite Trials with an Evaluation of the Job Corps Program.” She and her co-authors, Guanglei Hong, Jonah Deutsch, and Ed Bein, published a paper titled “Multisite causal mediation analysis in the presence of complex sample and survey designs and non-random non-response” in the Journal of the Royal Statistical Society: Series A (Statistics in Society).

Emily Rauscher (Dissertation 2011; Postdoctoral 2017) will be promoted to Associate Professor of Sociology with tenure at Brown University, effective July 1, 2019. Her paper called “Why Who Marries Whom Matters: Effects of Educational Assortative Mating on Infant Health in the U.S.” is forthcoming in Social Forces. Another paper that evaluates the effects of passing a bond measure on achievement by socioeconomic status is conditionally accepted at Sociology of Education.

Gabriela Richard (Postdoctoral 2018) in February 2019, presented a paper on inclusive making through bidirectionally responsive design (one of her fellowship projects) as part of a special session for top papers in the Transactions on Computing Education journal at the ACM conference on Computer Science Education. Richard also had the pleasure of presenting with two other NAEd/Spencer postdoctoral fellows, Maneka Brooks (2018) and Janet Njelesani (2018), as part of the Educational Transformation Series at Georgetown University in March 2019; her talk was titled “Technology-mediated Learning Beyond the Classroom: From Digital Games to Socially-mediated Content Creation,” and she discussed some of her long term work. In April, Richard presented several ongoing research projects related to the NAEd fellowship, including a project on learning through livestreaming on YouTube and Twitch, and ways minoritized players and communities have built supportive spaces for marginalized groups. She is currently finishing revisions on two journal manuscripts, one of which focuses on multi-methodological considerations for centering the experiences and perspectives of minoritized learners in educational and commercial games, and one which is being written with a graduate student, on supporting diverse learners with dis/abilities through games and interactive media. Another long term research project on higher education and esports (gaming as spectator sport) is currently in press in the Transactions of the Digital Games Research Association Journal, bridging from a conference paper published last year with two of my graduate students, which was the first to be published on collegiate esports. In early May 2019, Richard was selected to be Belfer Fellow at ADL’s Center for Technology and Society (https://www.adl.org/belfer-fellows) as part of her work on diversity, inclusivity and gaming. The Center will be supporting Richard’s research projects related to games, esports and learning, and she will be assisting them with advocacy related to combating hate online and in gaming.

Richard is currently gearing up for a new workshop designed to teach inclusive coding, crafting and e-textiles to high school learners so they can collaboratively design their own wearable, interactive and bidirectionally responsive systems and games, and engage in STEM, the arts and creativity. She is working with Upward Bound – which serves high poverty rural and urban youth, who would be first generation college students – in central Pennsylvania to lead and facilitate early experience programming for rising 9th graders. Upward Bound currently serves rising 10-12th graders as part of their 6-week summer extension program, and this would enable younger learners to gain a preview of that experience, while focusing on an interdisciplinary curricula. Moreover, she is working on a longer-term, intergenerational mentorship model, where former students will first serve as mentors and then become residential coordinators and curriculum designers.

Leilani Sabzalian (Dissertation 2014) recently published her book Indigenous Children’s Survivance in Public Schools in the  Indigenous and Decolonizing Studies in Education series edited by Eve Tuck and K. Wayne Yang through Routledge Press. She also helped launch the Turtle Island Social Studies Collective, a group of scholars committed to countering colonialism in social studies and amplifying the work of Indigenous studies scholars. The collective’s first publication, “Beyond Pocahontas: Learning From Indigenous Women Changemakers,” came out in the January/February 2019 special issue in Social Studies and the Young Learner on Enhancing Women’s Studies.

Aaron Saiger (Postdoctoral 2006) has published “Deconstitutionalizing Dewey”, 13 Fla. Int’l. U. L. Rev. 765 (2018). The paper is part of the proceedings a symposium held at FIU in October 2018 to mark the seventy-fifth anniversary of Barnette v. United States, the case that announced that the First Amendment does note permit public schools to require their students to salute the flag or recite the Pledge of Allegiance.  The paper is available at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3377350.

Timothy San Pedro (Postdoctoral 2018) co-edited Windchief, S. & San Pedro, T. (Eds.) (2019). Applying Indigenous Research Methods: Storying with Peoples and Communities. New York: Routledge. https://www.amazon.com/dp/1138049069?tag=amz-mkt-chr-us-20&ascsubtag=1ba00-01000-org00-mac00-other-nomod-us000-pcomp-feature-scomp-wm-5&ref=aa_scomp

In addition, he also had a manuscript published in the Research in the Teaching of English journal: San Pedro, T. (2019). Applying Projects in Humanization: Lessons of Critical Listening and Storying. Research in the Teaching of English, 53(4), 393-397.

Janelle Scott (Postdoctoral 2008) was elected to the Executive Board of the American Educational Research Association for a one-year term. She also began her term as Vice President of AERA’s Division L (2019-2022).

Campbell Scribner (Postdoctoral 2018) was invited to give several talks about his first book, The Fight for Local Control: Schools, Suburbs, and American Democracy (2016), including a keynote address at the Country Schools Association of America, a panel discussion on rural education at the Education Writers Association, and an interview with New Hampshire Public Radio’s Civics 101 podcast. He is also participating in a symposium called Pedagogies of Punishment, about the philosophical rationales for punishing students.

Niral Shah (Dissertation 2012, Postdoctoral 2017) will be joining the University of Washington as an Assistant Professor in Learning Sciences & Human Development in the College of Education. He also recently launched EQUIP (www.equip.ninja), a free web app designed to support teachers and researchers in identifying patterns of implicit bias in classrooms.

Roger Shouse (Postdoctoral 1995), having retired from Penn State University, currently serves as Professor of Public Administration at Sichuan University in Chengdu, China. In addition to teaching and advising, he continues his research on cinematic expressions of educational leadership. This past April, Roger presented his paper, Teaching Leadership and Public Policy through the use of Popular Film, at Fulbright University Vietnam’s Inaugural Conference on New Approaches to University Education in Asia.

Alexander Sidorkin (Postdoctoral 1997) Published:

Sidorkin A.M. “Baumol’s Cost Disease and the Trinitarian Pedagogy.” Studies in Philosophy and Education, 2019.

Moe, M., and A. M. Sidorkin. “The Polyphonic Embodied Self and Educational Organization: A Case of Theory Transplantation.” Interchange (2018): 1-13.

Saur, E., and A. M. Sidorkin. “Disability, Dialogue, and the Posthuman.” Studies in Philosophy and Education 37, no. 6 (2018): 567-578.

Walter C. Stern’s (Postdoctoral 2018) book, Race and Education in New Orleans: Creating the Segregated City, 1764-1960, received the 2018 Kemper and Leila Williams Prize in Louisiana History, which the Historic New Orleans Collection and Louisiana Historical Association award annually to the best book on Louisiana history. Stern is an Assistant Professor of Educational Policy Studies and History at University of Wisconsin-Madison.

Rebecca Tarlau’s (Postdoctoral 2018) first book will be published by Oxford University Press, in May, in the Global and Comparative Ethnography Series. Occupying Schools, Occupying Land How the Landless Workers Movement Transformed Brazilian Education is based on a decade of research in Brazil studying a nation-wide social movement-led education reform effort. Michael Apple from the University of Wisconsin-Madison, has written that “This book is essential reading for anyone who is concerned with the struggles for a more critically democratic set of social and educational policies. It paints a nuanced and powerful picture of the role of a crucial social movement in necessary transformations.” See below for a longer description of the book and its main arguments.

Over the past thirty-five years the Brazilian Landless Workers Movement (MST), one of the largest social movements in Latin America, has become famous globally for its success in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers. The movement has also linked education reform to its vision for agrarian reform by developing pedagogical practices for schools that foster activism, direct democracy, and collective forms of work.

In Occupying Schools, Occupying Land, Rebecca Tarlau explores how MST activists have pressured municipalities, states, and the federal government to implement their educational program in public schools and universities, affecting hundreds of thousands of students. Contrary to the belief that movements cannot engage the state without demobilizing, Tarlau shows how educational institutions can help movements recruit new activists, diversify their membership, increase technical knowledge, and garner political power. Drawing on twenty months of ethnographic field work, Tarlau documents how the MST operates in different regions working at times with or through the state, at other times outside it and despite it. She argues that activists are most effective using contentious co-governance, combining disruption and public protest with institutional pressure to defend and further their goals.

Through an examination of the potentials, constraints, failures, and contradictions of the MST’s educational struggle, Occupying Schools, Occupying Land offers insights into the ways education can promote social change, the interactions between social movements and states, and the barriers and possibilities for similar reforms in democratic contexts throughout the world.

Elizabeth Todd Breland’s (Postdoctoral 2016) book A Political Education: Black Politics and Education Reform in Chicago Since the 1960s (University of North Carolina Press, 2018) won the American Education Research Association’s Outstanding Book Award and the African American Intellectual History Society’s Pauli Murray Book Prize. The book also received honorable mention recognition for the Organization of American Historian’s Liberty Legacy Foundation Award and the American Education Research Association’s New Scholars Book Award from Division F. She worked on this book during her time as a NAEd/Spencer postdoctoral fellow.

Carlos Alberto Torres (Postdoctoral 1990), Distinguished Professor, and UNESCO Chair on Global Learning and Global Citizenship Education at UCLA has been inducted as CIES Honorary Fellow in the Comparative and International Education Society (CIES) Annual meeting in San Francisco, April 15-19. This is the highest award recognition that is granted by CIES to its most distinguished members.

Shirin Vossoughi (Postdoctoral 2016) was awarded the AERA 2019 Division C Jan Hawkins Award. The Jan Hawkins Award was established in 2000. It is given to outstanding researchers for “Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies.” Dr. Vossoughi will be presenting her Jan Hawkins Award address at the 2020 AERA Annual Meeting in San Francisco, CA.

Stephanie J. Waterman (Postdoctoral 2005), Onondaga, Turtle Clan, received the NASPA: Student Affairs Professionals in Higher Education 2019 Robert H. Shaffer Award for Outstanding Contribution to Higher Education and the AERA Indigenous Peoples of the Americas SIG: 2019 Mike Charleston Award for Distinguished Contributions to Research in Indigenous Education.

Nicholas Anthony Wright (Dissertation 2018) has received two prestigious awards. The first is the Jack Blicksilver Scholarship. This scholarship is awarded annually by Georgia State University to a student who excels in economics. The second is The Association for Education Finance and Policy (AEFP) new scholar award.  This grant program supports promising research by students whose research addresses education finance and policy.

Gad Yair (Postdoctoral 1996), is based at the Hebrew University of Jerusalem and is spending 2019-2020 at MIT’s Sloan School of Management as an Israel Institute Visiting Faculty. In that capacity he lectures on Israeli Innovation and Science. He recently published “Hierarchy versus Symmetry in German and Israeli Science” in The American Journal of Cultural Sociology (Link). His blog post on cultural challenges for science appeared in Scientific American (Link).  He was a guest professor in four 50-minute Radio shows discussing his unique approach to cultural sociology and its educational implications. The program was broadcast in Kan and is available as streaming (Hebrew, Link). Last April he also presented a paper at the AERA in Toronto and gave a talk in the community there on his forthcoming book (The Unruly Mind: An Invitation to Israeli Science).

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