Ron Avi Astor’s new book is now published –Astor, R.A., & Benbenishty, R. (2019). Bullying, school violence, and climate in evolving contexts: Culture, organization and time. New York: Oxford University Press—It is a follow up to their earlier book that was awarded the AERA 2005 Outstanding Book Award.  Astor and his colleague Rami Benbenishty explore new data methods, analyses, and outline big data and mixed methods from around the globe to improve theory and practice. A wide array of types of school victimization and safety are explored.  Astor has participated in multiple plenary lectures in school safety and weapon use at the U.C. Berkeley Gun Research Symposium, NAEd Annual Meeting, and North Carolina UNC-CH School safety summit. Several new peer review articles and chapters have been recently accepted and are in press:
Reynolds-Meyer, H., Astor, R.A. (in press-Commentary) Life and death school safety choices in search of data and science. Teachers College Record.

Moore, H., Astor, R.A. & Benbenishty R. (in press). A state-wide comparison between homeless and non-homeless school-attending youth on substance use off and on-school grounds. Addictive Behaviors.

Moore, H., Astor, R.A. & Benbenishty R. (in press). A statewide study of school-based victimization, discriminatory-bullying, and weapon involvement among homeless and non-homeless students. Social Work Research.

Benbenishty, R., Astor, R.A., Lopez, V., Bilbao, M., & Ascorra, P. (in press). Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students. Aggressive Behavior.

Capp, G.P., Astor, R.A., & Gilreath, T.D. (in press). The voices and perceptions of school staff on school climate: Advancing a conceptual model of school climate based on school staff perspectives. Journal of School Violence.

López, V., Benbenishty, R., Astor, R.A., Bilbao, M., Ascorra, P., Carrasco, C., Refaeli, T., Roziner, I. (in press) School violence and cultural contexts: Comparisons between Israeli and Chilean students by cultural group, gender and school level. Journal of Child and Family Studies.

Benbenishty, R., & Astor, R. A. (in press). Proposed policies to reduce weapons in schools: Based on research from an ecological conceptual model. In J. G. Dwyer (Ed.): Oxford Handbook of Children and the Law. New York: Oxford University Press.

Flannery, D. J., Bear, G., Benbenishty, R., Astor, R. A., Bradshaw, C. P., Sugai, G., …Osher, D. (in press). The scientific evidence supporting an eight-point public health-oriented action plan to prevent gun violence. In D. Osher, M. Mayer, R. Jagers, K. Kendziora, & L. Wood (Eds.). Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook for Education, Safety, and Justice Professionals, Families, and Communities (2 vols.). New York: Praeger.

Benbenishty, R., & Astor, R. A. (2019). Conceptual foundations and ecological influences of school violence, bullying, and safety. In M. J. Meyer & S. Jimerson (Eds.), School Safety and Violence Prevention: Science, Practice, and Policy. (pp. 19-44). Washington, DC: American Psychological Association

James A. Banks is pleased to share that Django Paris (Postdoctoral 2013, Dissertation 2007) was installed as the James A. and Cherry A. Banks Professor of Multicultural Education at the University of Washington on October 10, 2018. More than 150 scholars and representatives of the Seattle community attended the installation.

Dr. Banks gave the 2018 Distinguished Lecture at the University of Hong Kong on November 5, 2018. The title of the lecture was “Global Migration, Failed Citizenship, and Transformative Civic Education.”

James A. Banks and Cherry A. Banks received the 2018 Lifetime Achievement Award from the National Association for Multicultural Education at its annual conference that was held November 27-30 in Memphis, Tennessee.

Estela Mara Bensimon received a grant from the Bill and Melinda Gates Foundation to extend the data collection activities in Colorado community colleges to include student perspectives of the equity-minded changes being made by math faculty participating in the USC Center for Urban Education’s developmental math reform initiative in Colorado’s Community Colleges.  Professor Bensimon’s essay on “Reclaiming Racial Justice in Equity” was published in the 50th Anniversary Issue of Change: The Magazine of Higher Learning.

In October, Dr. Bensimon was a speaker at the Mellon Foundation’s 30th Anniversary of Grantsmaking in South Africa held in Durban, South Africa.   The Association for the Study of Higher Education awarded the Leadership Award to Dr. Bensimon.  Dr. Bensimon was a featured speaker at the Grantsmaker for Education Equity Symposium held in San Francisco and at their annual meeting held in San Diego.  She also published two chapters: Bensimon, E. M. “Bridging the Artificial Gap Between Activism and Scholarship to Form Tools for Knowledge.” (2018) in Advancing equity, inclusiveness, and social change in higher education: How academics connect research, advocacy, and policy, edited by Perna, L.W. Baltimore, MD: Johns Hopkins University Press and Bensimon, E.M. (2018). The Remaking of my Research Practice. In Kezar, A. J., Drivalas, Y., & Kitchen, J. (Eds). Envisioning public scholarship for our time: Models for higher education researchers. Sterling, VA: Stylus Publishing.

Charles Brainerd recently received a major national award, the G. Stanley Hall Award for lifetime contributions to developmental psychology.  It will be conferred at the summer meetings of APA.

Martin Carnoy’s new book, Transforming Comparative Education: Fifty Years of Theory Building at Stanfordcomes out in March, 2019. The book analyzes major theoretical contributions, such as modernity theory, world society theory, and state theory, influenced the field of comparative and international education (and educational research more generally) over the past half century. Carnoy is Vida Jacks Professor of Education at Stanford co-directs Stanford’s Lemann Center for Educational Entrepreneurship and Innovation in Brazil. This past year he also received the Academic Honors Medal from the National University Higher School of Economics in Moscow for his contributions educational policy research in Russia.

Michelene Chi was named the winner of the 19th David E. Rumelhart Prize in Cognitive Science. Often called “the Nobel Prize in Cognitive Science,” the award is presented annually to an individual or team making a significant contemporary contribution to the theoretical foundations of human cognition. “Micki” Chi is a Foundation Professor and the Dorothy Bray Professor of Science and Teaching at Mary Lou Fulton Teachers College at Arizona State University, where she has been a faculty member since 2008.

She was also appointed a Regents’ Professor. Regents’ Professors are the elite of the academic world. To be awarded the distinction, scholars must be full professors, with outstanding achievements in their fields, who are nationally and internationally recognized by their peers. No more than 3 percent of all faculty at Arizona State University carry the distinction.  An internationally renowned cognitive scientist who has been awarded at the highest levels, Dr. Chi’s contributions for which she has been awarded are not only transformative, but founding. She is regarded as one of the founding figures of modern learning science and has published 120 papers that garnered 50,000 citations.

In July 2018, she was awarded the inaugural Best Paper Award for a paper published in 2017 in the Journal of the Learning Sciences, presented at the 2018 International Society of the Learning Sciences. The paper is: Chi, Kang and Yaghmourian: Why students learn more from dialogue- than monologue-videos, Vol 26, p. 10-50, 2017.

Marilyn Cochran-Smith’s new book, Reclaiming Accountability in Teacher Education (Teachers College Press, 2018) was named a Critics Choice book by the American Association of Education Studies.  Cochran-Smith gave a presentation about her research on new graduate schools of education (nGSEs) to the CADREI deans organization in October and also presented the keynote address at the Australian Association for Education Research (AARE) in December in Sydney, Australia.

Erik De Corte co-authored a chapter on Metacognivite pedagogies in mathematics classrooms: “From Kindergarten to college and beyond” (with Zemira R. Mevarech and Lieven Verschaffel) in D.H. Schunk & J.A Greene (Eds.), Handbook of self-regulation of learning and performance. Second edition (2018, New York: Routledge). He published an article on “Educational sciences: A crossroad for dialogue among disciplines.” European Review, 2018, Vol. 26, 262-271. (dio:10.1017/S1062798717000655)

Frederick Erickson presented a September 2018 plenary address at the University of Fribourg, Switzerland in a conference on insights from the work of Erving Goffman concerning the interactional production of inequality in schooling.   The title of Erickson’s address was “Facework, the interaction order, and everyday life in schooling.”  A video recording of the speech can be found at

In November 2018 Erickson was appointed as a member of a three person editorial team, together with NAEd Member Sonia Nieto, and Phil Winne, professor of educational psychology at Simon Fraser University, British Columbia.  The three will work as editors for the series titled “Acquired Wisdom:  Lessons Learned by Distinguished Researchers” published in the bilingual online journal Educational Review // Reseñas Educativas, sponsored by Arizona State University.   The editorial team invites autobiographical reflections from senior scholars in education on what they have learned through experience during their careers.  Nieto, Winne, and Erickson are a second generation of editors for the series, succeeding the first generation editors:  Sigmund Tobias, J. Dexter Fletcher, and David Berliner.

Adam Gamoran was honored with the Willard Waller Career Award in the Field of Sociology of Education from the Sociology of Education Section of the American Sociological Association.

Thomas L. Good, Natasha Sterzinger, and Alyson Lavigne published a paper entitled, “Expectation effects: Pygmalion and the initial 20 years of research. It is 50 years since Robert Rosenthal and Lenore Jacobson published their controversial study “Pygmalion in the Classroom.” To commemorate this, a special issue of Educational Research and Evaluation was published (entitled, “Pygmalion’s 50th anniversary: The state of the art in teacher expectation research”). Good, Sterzinger, and Lavigne’s paper comments upon the laboratory research that preceded Pygmalion, the study itself, the criticism of the study, and the research that followed.

Additionally, Good and Alyson Lavigne have a book (in press) titled, Enhancing Teacher Education, Development, and Evaluation. This book will be published by Routledge and it addresses failed reform with a special emphasis on Race to the Top. Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress could actually work. Covering inaccurate narratives about schools and student achievement, evidence for teacher effectiveness, and the history and repercussions of Race to the Top, this book culminates with a proposal for future research and policy initiatives that more accurately, equitably prioritize the measurement and improvement of teaching and learning. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools.

Patricia Albjerg Graham gave the principal address at the annual National Institute of Education in Singapore’s annual international conference in August 2018. She spoke about the waning emphasis on “Achievement” as a goal for schooling in the U.S. and the need for a new formulation of “Accomplishment” based on nurturing Wit and Character in American schools.

Shirley Brice Heath would like to share that sometimes strong projects in support of advancing learning opportunities for those most left behind by formal education do happen!  Public Acts, a new theater program from National Theater developed with communities on the outskirts of London with few strong arts resources, completed its first year in August.  The program is modeled on Public Works, a New York program at the Public Theater designed by Dr. Brice Heath and premised on top findings from learning sciences.  Public Works will in 2019 enter its seventh year of work through which young and old living in disenfranchised communities all over New York City take to the Delacorte stage for a major musical theater production.  Several publications have documented the life changes for participants over their years within Public Works.

Larry Hedges was awarded the 2018 Yidan Prize, the world’s largest prize in education research.

Jeffrey R. Henig has a new book coming out in March. Outside Money in School Board Elections, co-authored with Rebecca Jacobsen (Dissertation 2006) and Sarah Reckhowdraws on a range of evidence in five cities to explore the extent, motivation, and consequences of the growing nationalization of education politics.

Jack Jennings spoke about the federal role in education at the July 2018 meeting of the National Superintendents’ Roundtable. In September 2018, an article he wrote appeared in the Kappan, “It’s time to redefine the federal role in K-12 education.” In November, the Japanese translation of his book, Presidents, Congress, and the Public Schools was released by the University of Tokyo Press under an agreement with the Harvard Education Press, the publisher of the book in English.

Marcia C. Linn is leading a partnership of classroom teachers, researchers, and technologists who conduct design-based research to develop Open Education Resources (OERs) that promote integrated, coherent understanding. The Hewlett Foundation has recently funded Personalizing Open Web-based Educational Resources (POWER) to support teachers to design curricular units using OERs that develop students’ self-directed learning. Self-directed learning is key to the Hewlett Foundation goal that every student and teacher have access to and ownership of activities that create deeper learning experiences.

Additionally, Linn is leading a partnership of classroom teachers, researchers, science discipline experts, and technologists to help teachers take advantage of their students evolving ideas and understandings. Supporting Teachers in Responsive Instruction for Developing Expertise in Science (STRIDES) uses advanced technologies such as natural language processing to analyze logged student work while they study Web-based Inquiry Science Environment (WISE) units. Summaries of the written explanations will help teachers respond to their students’ ideas in real-time. To help teachers use the summaries, the unit will suggest research-proven instructional strategies. The researchers will study how to design the summaries, how teachers make use of the summaries in customizing their instruction, and how students benefit.

Pamela Moss received a Lyle Spencer Research Award, with Carl Lagoze, for “Prototyping and Evaluating a Living Research Synthesis Infrastructure (LRSI)”. Moving beyond conventional printed research syntheses, they envision an LRSI as a dynamic socio-technical environment—focused on a particular research initiative or problem space – where researchers and other education professionals collaborate over time to organize relevant research that spans methodological, theoretical, disciplinary, professional and contextual boundaries; support continual updating as new research becomes available; minimize redundant efforts; engage in productive interaction about problems of practice; and generate ideas for new research. Through a process of participatory research and design, Moss and Lagoze will work with colleagues to innovate and formatively evaluate a prototype LRSI focused, reflexively, on using research to improve practice in complex educational systems. Moss also received the 2018 Samuel J. Messick Memorial Lecture Award, sponsored by the Educational Testing Service, to deliver a keynote lecture at the annual meeting of the International Language Testing Association and the Language Testing Research Colloquium in Auckland, New Zealand.

Sonia Nieto received an honorary doctorate (Honoris Causa in Humane Letters) from Mount Holyoke College on May 17, 2018.  Along with her daughter, Alicia López, she co-authored a book, Teaching: A Life’s Work – A Mother/Daughter Dialogue (Teachers College Press, 2019), to be released in January 2019.

Michael Olivas will receive the Association for American Law Schools’ (AALS) Triennial Award for Lifetime Service to Legal Education and to the Legal Profession in January 2019:

In February 2018, he participated in a Fireside Chat forum with Justice Sonia Sotomayor:

During his final semester at the University of Houston Law Center before retiring, he will do similar exchanges at UHLC with Professor Anita Hill, former AG Alberto Gonzales (at UH-Downtown), and Simon Tam, lead singer of the rock group The Slants, who recently won a unanimous SCOTUS victory over the trademarking of their band name.

David Olson’s recent book The mind on paper: Reading, consciousness and rationality will be the subject of an International Conference sponsored by the educational journal “Interchange” and hosted at the University of Calgary on May 30, 2018. The proceedings of the conference are to be published as a Special Issue of the journal to mark its 50th Anniversary as a leading educational journal.

Alejandro Portes published The Global Edge: Miami in the XXI Century (co-authored by Ariel Armony) by the University of California Press in August, 2018.

Portes was elected President of the Eastern Sociological Society in February, 2018. He is currently President-elect and will be taking office at the ESS meetings in March 2019.

Donna Shalala was elected to the U.S. House of Representatives (FL-27) in November 2018.

Robert Siegler became the Jacob H. Schiff Foundations Professor of Psychology and Education at Teachers College, Columbia University, as of September 2018.

Carola Suárez-Orozco and Marcelo Suárez-Orozco are delighted to share resources they have developed as strategies to better understand and serve immigrant origin children and youth.  They will continually be adding to this collection and invite you to explore and share widely with your colleagues working on immigration and education.

First is a new tool is designed to facilitate teaching and learning about immigration as a shared condition of humanity. With over a quarter of our children and young adults of immigrant origin, immigration today touches every aspect of American life.  With that in mind, the website provides teaching and learning resources for educators, after-school service providers, librarians, museum docents and all who serve these youth.

Next, they encourage you to check their Moving Stories App. This tool is designed to structure conversations around our shared migration stories. They have developed thoughtful interview protocols to explore migration stories whether they are an ancestor’s story, a parent’s story, or one’s own story.

Finally, they have developed a Learning Guide and classroom resources for its use:

Marcelo Suárez-Orozco was appointed by His Holiness Pope Francis as Academician, the Pontifical Academy of Social Sciences in January 2018.

On July 4, 2018 the Dean was named Great Immigrant / Great American by the Carnegie Corporation of New York and in October 2018 he was appointed Director of the Course on Migrants and Refugees in the 21st Century at the 2018 Mind, Brain and Education Erice School, Erice Italy.

William F. Tate co-led the symposium workshop, “Trends in Graduate Education: What You Need to Know,” held at Tsinghua University in Beijing, China. He delivered a keynote address during the RILE Conference at Stanford University’s Graduate School of Education titled, “Is Geography + Demography > STEM Opportunity?” Elected to the board of directors of the Council of Graduate Schools, Tate will serve a three-year term. He co-authored with Mark Hogrebe “Show Me: Diversity and isolation indicators of spatial segregation within and across Missouri’s school districts” in the Peabody Journal of Education.

Elliot Turiel is pleased to share these recent publications and presentations:
Turiel, E. (2018). Reasoning at the root of morality. In K. Gray & J. Graham (Eds.). The Atlas of Moral Psychology (pp. 9-19)New York: Guilford Publications.

Turiel, E., Dahl, A., & Besirevic, Z. (2018). Thought, emotions, and sentiments in the development of justice. In M. LeBar (Ed.), Becoming Just (pp. 119-150)New York: Oxford University Press.

Invited Lecture, Bejing Normal University, Beijing, China, June  2018: The Development of Moral judgments, Cultural Orientations, and Moral Resistance.

Keynote Address, Chinese Academy for Moral Education Annual Conference, Guiyang, China, July 2018, The Development of Moral and Social Judgments, Moral Decisions, and Social Inequalities.

Keynote Address, 2nd International Women’s Congress, Izmir, Turkey, October 2018, The Development of Moral Judgments, Cultural Practices of Inequalities, and Moral Resistance.






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