Alfredo J. Artiles was recently appointed to the National Academies of Sciences, Engineering, and Medicine’s Consensus Study panel on Exploring the Opportunity Gap for Young Children from Birth to Eight. Artiles and his colleagues (C.K. Voulgarides, A. Aylward, A. Tefera, S. Alvarado, & P. Noguera) will publish the paper “Beyond Compliance in Discipline Racial Disparities in Special Education: Organizational and Contextual Influences in a Suburban District” in Sociology of Education. In addition, he chaired the 2021 AERA Presidential “Power and Possibilities Series” session entitled Rights, Difference, and the Future of Inclusion for Students with Disabilities. Artiles also participated in the 2021 AERA Presidential session Creating Expansive and Equitable Learning Environments: Elaborating the RISE Learning Principles (Group: Discourse, positioning, argumentation & learning).
Estela Bensimon received the Bonita C. Jacobs Transfer Champion Award from the National Institute for the Study of Transfer Students, and was invited to give presentations at UC Santa Cruz, the Accrediting Commission for Community and Junior Colleges (ACCJC), and at the Bill & Melinda Gates Foundation Postsecondary Ecosystem Convening in March 2021. Dr. Bensimon was recently appointed Chair of the Board of Directors of the Campaign for College Opportunity, and Vice Chair of the Board of Directors of Complete College America.
Michelene (Micki) Chi is the winner of the 2021 McGraw Prize in Education for her learning science research. Michelene Chi has been chosen to receive the APS 2021 William James Fellow Award. The William James Award is the highest honor conferred by APS (Association for Psychological Science). It honors distinguished APS Members for a lifetime of significant intellectual contributions to the basic science of psychology.
Cynthia Coburn was recently appointed to a Charles Deering McCormick Professorship of Teaching Excellence. According to Northwestern Provost Kathleen Haggerty, “This appointment reflects not only the great admiration of students and colleagues for your distinguished achievements in teaching, broadly conceived, but also the University’s gratitude for your extraordinary contributions in this area.” The Professorship is a rotating chair with a three-year term. It also comes with an appointment as a Senior Fellow at the Searle Center for Teaching and Learning on Northwestern’s campus.
Marilyn Cochran-Smith edited a special issue of The New Educator, which featured her Spencer Foundation-funded research on teacher preparation at new graduate schools of education (nGSEs). The issue included: an analysis of nGSEs as a new type of teacher preparation; case profiles of teacher preparation at four diverse nGSEs located in Boston, NYC, San Diego, and Washington; and, a cross-case analysis of nGSEs based on ideas from new institutional theory and from the concept “learning to teach.” Cochran-Smith also published, “The Trouble with Accountability in Teacher Education” in the Oxford Review of Education. In addition, she gave keynote addresses (virtual) at the annual symposium of the American Association for Quality Educator Assurance: “Thin and Strong Equity: What’s the Difference? Does It Matter?” and at the University of Hong Kong’s Academy for Leadership in Teacher Education International Series on Exemplary Scholarship and Knowledge Exchange: “Global Trends and Challenges in Teacher Education and the Place of Teacher Inquiry.”
Colette Daiute, Professor of Psychology and Education at the Graduate Center, City University of New York, has received a research award, published several articles, and launched a podcast. Daiute received a research award to develop an online platform for broad implementation of her research on “Interactive Imagining in Interactive Digital Narrative (IDN) Design.” The project involves non-computer science undergraduates in diverse forms of design-play collaboration with peers of diverse or similar ethnic/racial identifications. This research award is from the Professional Staff Congress of the City University of New York for the 2021 – 2022 academic year. Dr. Daiute was invited in March 2021 to present a related talk, “The Mind of the Player: How It Matters in IDN Pedagogy and What It Might Offer to IDN Theory” at the Association of Research on Interactive Digital Narrative (ARDIN). In addition, Colette has published two articles thus far in 2021: “Narrating Crisis from War Zones to Disease Zones” in the Journal of Humanistic Psychology, 61 (2), 219 – 230; and “Pathways to Qualitative Research in Psychology” (With James Christopher Head) in The Score, the APA Division 5 Publication, July edition. This winter, Daiute launched the How Ideas Travel Podcast, which she founded and is co-convening with Nancy Budwig (Postdoctoral 1991), for the Piaget Society for the Study of Knowledge and Development.
Kieran Egan has published Amplified Silence, his first book of poetry. Published by Silver Bow Publications in March 2021, the book is available from the publisher, or Amazon.
Robert E. Floden was elected as chair of the American Association of Colleges for Teacher Education’s (AACTE) Board of Directors. His one-year term as chair started at the end of February.
Ken Frank has created out the R Shiny app for sensitivity analysis http://konfound-it.com and the Blog https://www.konfound-it.org/. He has completed a Causal inference and COVID working paper: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3607967, published an approach to school governance at: https://www.balancingvoices.org/ and a study of Ambitious Math Instruction: https://www.studyofelemmath.org/
Patricia Gándara is publishing two books: “The Students We Share: Preparing US and Mexican Teachers for our Transnational Future” (co-edited with Bryant Jensen) by SUNY Press. This edited book (available now) deals with the millions of students who receive part of their education on both sides of the US-Mexican border, including a foreword by Linda Darling-Hammond. The second book (with Jongyeon Ee) is entitled “Schools under Siege: Immigration Enforcement and Educational Equity” and deals with the devastating impact of immigration enforcement on the children of immigrants, their teachers and the nation’s schools. It is being published by Harvard Education Press and is due out the first week of June.
Kris D. Gutiérrez was elected Fellow of the International Society of the Learning Sciences and received the Lifetime Contribution Award from the AERA Cultural Historical Activity Theory SIG.
Gregory Kelly received the 2021 Distinguished Contributions to Science Education Through Research Award (DCRA) from the National Association for Research in Science Teaching (NARST). The award recognizes individuals who, through research over an extended period of time, have made outstanding and continuing contributions, provided notable leadership, and made a substantial impact in the area of science education. At Penn State, the College of Education selected him to receive its Career Achievement award. He continues to write about methods and discourse, providing a guest commentary, “Theory, Methods, and Expressive Potential of Discourse Studies in Science Education,” for a special issue of Research in Science Education focused on the methodology of classroom discourse analysis in science education. A current focus of his work explores multilingual students and engineering. This includes a recent position piece in Science Education, “Affordances of Engineering with English Learners,” and recently funded grant from NSF that will investigate equity-oriented design principles for afterschool engineering activities involving multilingual youth.
David Klahr retired from Carnegie Mellon University after spending all but a few years there (since 1962) as grad student, and then faculty member. His retirement date was June 30, 2020; great timing with respect to sheltering in place, instead of lots of planned travel and family visits. But as Robert Burns warned us over 200 years ago: “The best laid schemes o’ mice an’ men gang aft agley”.
Gloria Ladson-Billings will receive two honorary degrees this spring—from Colorado College, Colorado Springs, CO and the University of Johannesburg, South Africa.
Teresa McCarty received the 2021-22 fellowship award at the Center for Advanced Studies in the Social and Behavioral Sciences (CASBS), Stanford. She will be working on data analysis for the Spencer-funded project on which she is PI, “Indigenous-Language Immersion and Native American Student Achievement.” This is a 5-year, multi-site, multi-university, mixed-method study of Indigenous-language immersion education, a promising pedagogical practice for which no systematic US-wide database exists.
She has published a new book: Ali, Arshad I., & McCarty, T.L. (Eds.). (2020). Critical Youth Research in Education—Methodologies of Praxis and Care. New York, NY: Routledge, and several new articles and book chapters, most importantly: McCarty, T.L. (2020). The Holistic Benefits of Education for Indigenous Language Revitalisation and Reclamation (ELR2). Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2020.1827647.
Richard Milner IV was voted President-Elect of the American Educational Research Association.
Sonia Nieto has year written a number of forewords for a number of books including Kogila Moodley’s Race, Culture, and Politics in Education: A Global Journey from South Africa (Teachers College Press); and Social Justice, Putting Theory Into Practice in Schools and Communities by Susan Trostle Brand and Lori Ciccomascolo (IGI Global). She has presented Zoom professional development talks for teachers and administrators at several venues including the Delaware Department of Education and the Elk Grove Unified School District in California. She was invited to be an advisor to the Center of Racial Justice and Youth Engaged Research (CRJ), at the College of Education, University of Massachusetts, Amherst, and also a National Circle Guide for the Center for Multicultural Education at the University of Nevada, Las Vegas. Also, as an editor for Acquired Wisdom, an online publication that preserves and transmits knowledge and skills obtained through experience by distinguished education researchers, she successfully solicited and brought another essay into the volume. And, finally, she was selected as an honoree for a Governor’s Award in the Humanities by Massachusetts Humanities, the state affiliate of the National Endowment for the Humanities. A gala dinner acknowledging the four 2021 awardees will be held on October 24 at the John F. Kennedy Library at the University of Massachusetts, Boston.
David R. Olson is to be awarded the Media Ecology Association’s “Walter Ong Award for Outstanding Career Scholarship” for 2021. He will give the annual lecture (on-line) in July.
Diane Ravitch published Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools (Knopf, 2021). She was also listed #2 of 30 Global Education Gurus (https://globalgurus.org/education-gurus-top-30/)
Cecilia Rouse was nominated by President Biden to become the 30th Chair of the Council of Economic Advisers. Rouse assumed office on March 12, 2021.
Janelle Scott was selected as an AERA Fellow (2020). Her co-authored book, The Politics of Education in an Era of Inequality: Possibilities for Democratic Schooling, with Sonya Horsford and Gary Anderson, was honored with a Critic’s Choice Book Award from the American Educational Studies Association.
Christine Sleeter’s third novel, Family History in Black and White, was published by Brill in March 2021. The novel contrasts experiences and perspectives about race and racism, of a white male principal and an African American female principal, and can be used in university courses. Although the experiences of the protagonists might suggest that they are very different from each other, they discover that their lives are intertwined in a surprising way due to America’s history with racism. In January, 2021, Sleeter delivered a talk entitled “Una Red de Activistas Académicos Que Utilizan las Investigaciones para Influir en las Políticas Hacía la Justicia Social”, for the Fourth International Seminar on Research in Education for Social Justice IV (virtual) held in Talca, Chile. In February, she delivered a virtual lecture entitled “Ethnic Studies: Research and Praxis” for the Orange County Department of Education Ethnic Studies Speaker Series. In March, she delivered a virtual lecture entitled “Critical Family History: Placing Family History within Larger Contexts” for the Sutro Library in San Francisco.
William Tate IV has been named as the next president of Louisiana State University. Tate will begin his term as president in July 2021. The full announcement on the LSU website can be accessed at this link.
Marta Tienda will be a Phi Beta Visiting Scholar for the 2021-2022 academic year. Since 1956, the Phi Beta Kappa Society’s Visiting Scholar Program has offered undergraduates the opportunity to spend time with some of America’s most distinguished scholars. The purpose of the program is to contribute to the intellectual life of the institution by making possible an exchange of ideas between the Visiting Scholars and the resident faculty and students. Each year, members of the Committee on the Visiting Scholar Program select top scholars in the liberal arts and sciences to visit, either in person or virtually, universities and colleges where Phi Beta Kappa chapters are located. Visiting Scholars spend two days on each campus meeting informally with undergraduates, participating in classroom lectures and seminars, and giving one major lecture open to the academic community and general public. The 2021-2022 Visiting Scholars will make over 100 visits during the academic year, with the majority of them participating in the podcast Key Conversations with Phi Beta Kappa.
William G. Tierney has published Higher Education for Democracy: The Role of the University in Civil Society (SUNY).
Judith Torney-Purta has published:
Malak-Minkiewicz, B. & Torney-Purta, J. (Eds). (2021). Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy and Research across Countries and Regions. Chaim, Switzerland: Springer.
We hear many voices currently arguing for reinvigorating civic education, but it has been twenty years since the United States participated in a large-scale cross-national research study that could provide guidance in this area. This was the 1999 Civic Education Study of nationally representative samples of 14-year-olds in 28 countries conducted by IEA (the International Association for the Evaluation of Educational Achievement). The IEA organization subsequently extended its cycle of cross-national studies of the civic knowledge and attitudes of adolescents by testing in 2009 and 2016. This recent book, co-edited by a National Academy member, contains reflections about the meaning and influence of these three IEA civic education studies’ findings in more than twenty countries. It can be downloaded from Springer or IEA websites after June 1. The book’s senior co-editor was a leader in Solidarity in Poland and was influential in encouraging authors in Bulgaria, Estonia, Latvia, Lithuania and Slovenia to prepare chapters for the book. There are also chapters from Chile, Colombia, Mexico and the Dominican Republic (as well as from Belgium, Denmark, Italy, the Netherlands and the United States). A second section of the book is composed of nine chapters containing the reflections of international political scientists, sociologists, and educational psychologists highlighting the cross-disciplinary background of civic education research. Some chapters may be of special interest. These include regional reviews of empirical civic education research in Europe and in Latin America by early- to mid-career scholars who are familiar with those regions and with policy-related organizations. It may also be of interest that a chapter in the book reports that the IEA’s civic education studies prompted a reduction in the voting age for municipal elections in Estonia. The recent National Academy of Education (NAEd) report on Civic Reasoning and Discourse deals with several similar issues. In particular, it discusses the value of students acquiring civic skills (in addition to knowledge) and argues for the importance of the classroom, school and community environments in the civic education process. The NAEd report also encourages the United States Department of Education (or parallel organizations in a group of states) to resume participation in these IEA civic education studies after a twenty year absence.
Angela Valenzuela is this year’s winner of the 2021 Elizabeth G. Cohen Distinguished Career in Applied Sociology of Education Award. Every two years, the Sociology of Education SIG selects a senior scholar to receive this award, in recognition of a research career that is an exemplar of how to successfully bring rigorous research to bear on solutions to problems in practical settings. This award recognizes exceptional colleagues who go above and beyond the call of academic duty, making their work accessible, relevant and effective for application to our most pressing educational problems.
Stanton Wortham has just published a second edition of his text on discourse analysis, together with co-author Angela Reyes (Postdoctoral 2009): Discourse Analysis beyond the Speech Event, Routledge, 2021. Last year he edited a volume on why education should move beyond a narrow focus on discrete non-cognitive social, emotional, and moral competencies and aim instead at wholeness and purpose. It is entitled Beyond Well-being. The volume is available open access at https://journals.sagepub.com/toc/roea/3/3.