Alfredo J. Artiles co-organized a Presidential session (with K. Jackson and M. Bunderson) at the 2022 AERA annual meeting titled Expansive futures for disability intersectional learning research: Braiding culture, history, equity, and enabling technologies. He also participated in the following Presidential sessions: The wisdom of practice: Meaningful inclusion of students with disabilities and Toward the fulfillment of full personhood: The persistent invisibility of Latinx communities across institutions. In addition, Artiles published the following paper: Afacan, K., Bal, A., Artiles, A. J., Cakir, H. I., Ko, D., Mawene, D., Kim, H. (2021). Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study. Learning, Culture, and Social Interaction. Artiles also served on the National Academies of Sciences, Engineering, and Medicine committee that recently published the report The Future of Education Research at the Institute of Education Sciences: Advancing an Equity-Oriented Science. DOI: https://doi.org/10.17226/26428
Randy Bennett published a commentary, “The Good Side of COVID-19” in the Spring 2022 issue of the journal, Educational Measurement: Issues and Practice, 41(1), 61-63. The commentary focuses on one of the positive impacts of COVID-19, which was to tie societal inequity to testing in a manner that could motivate the reimagining of the field of educational measurement. That reimagining needs to account for our nation’s dramatically changing demographics so that assessment generally, and standardized testing specifically, better fit the needs of a multicultural society.
Robert Berry will be the next Dean of the College of Education at the University of Arizona. On January 17th, 2022, he published: One of the Civil Rights Issues of Our Day is Mathematical Literacy. (Daily Progress Newspaper) https://dailyprogress.com/specialty_publications/page-s08/page_0775f4dc-2e08-5adb-a84c-e663971008ec.html. He has also published: Humanizing Mathematics to Broaden the Space of Participation. Journal of Mathematics Education at Teachers College, 12(2), 45–46. https://doi.org/10.52214/jmetc.v12i2.8868
Finally, he has had participated in the following:
Berry, III, R.Q. (2022 April). Interest Convergence: An analytical viewpoint for examining how power dictates policies and reforms in mathematics. Cox-Talbot Distinguished Lecturer for the National Association of Mathematicians at the Joint Mathematics Meetings (Virtual).
Berry, III, R.Q. (2022 March). Equitable Teaching Practices using the CARE Framework. Virtual Keynote, Kentucky Center for Mathematics Conference.
Berry, III, R.Q. (2022 February). Does Race Matter in Mathematics Teaching and Learning? Invited Presentation NCTM Regional. New Orleans, LA.
Berry, III, R.Q. (2022 February). The Intersection of Equity and Mathematics. Virtual Keynote, UnBoundEd Conference.
Richard Duschl is pleased to announce the following publications, Hamon Foundation Grant award, and his invitation to Chair and coordinate the 2021 ESERA Closing Plenary Session Panel.
Duschl, R. & Tahirsylaj, A. (2021). Evolving conceptions of education research and inquiry. In R. Duncan, & C. Chinn (Eds.). International Handbook of Inquiry and Learning. New York: Routledge, Taylor & Francis Group.
Duschl, R., Jorde, D, McLoughlin, E., & Osborne, J. (2021). Policy and Pedagogy: International Reform and Design Challenges for Science and STEM Education, in O. Levrini, G. Tasquier, T.Amin, L. Branchetti, & M. Levin, Eds., Engaging with Contemporary Challenges Through Science Education. – Selected papers from the ESERA 2019 Conference. New York: Springer.
Duschl, R., Avraamidou, L., & Azevedo, N.H. (2021). Data-texts in the sciences: The Evidence-Explanation Continuum. Science & Education – Open Access. https://doi.org/10.1007/s11191-021-00225-y
Hamon Charitable Foundation. Dallas TX (2022-2027) $2.1M “Hamon STEM Education Summer Engineering Camps Program”. To implement a research and expansion effort of the Caruth Institute for Engineering Education’s (CIEE) tuition-free summer programs for Grade 6-12 youth from underrepresented/underserved populations in Dallas, and surrounding D-FW area communities.
European Science Education Research Association (ESERA) 2021 Biennial Conference, Braga, Portugal. Closing Plenary Session – TRUTH, POST-TRUTH AND TRUST, Chair; Richard Duschl, SMU Panelists: Hanne Andersen, University of Copenhagen, Denmark; Sarit Barzilai, University of Haifa, Israel; Mauricio Pietrocola, University of Sao Paulo, Brazil; Stein Dankert Kolsto, University of Bergen, Norway.
Michelene Chi will be speaking about her research on student engagement and learning, and ways that teachers and instructors can improve student learning, at the American Academy of Arts and Sciences’ Higher Education Forum, June 13-16, 2022, at the Aspen Meadows Resort, in Aspen Colorado.
Robert E. Floden has been named the honoree for the 2022 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education. Presented by the American Association of Colleges for Teacher Education (AACTE), the recognition honors an individual for their exemplary career achievement in “formulation, implementation, or analysis of teacher education policy, or the performance of distinguished scholarship in educator preparation.”
Howard Gardener, alongside Wendy Fischman, has published The Real World of College: What higher education is and what it can be. The Real World of College: What Higher Education Is and What It Can Be, describes a ten-year, empirical study of non-vocational higher education in the United States. The book discusses findings of more than 2000 in-depth interviews across ten disparate colleges and universities of incoming students, graduating students, faculty, administrators, young alums, trustees, parents, and job recruiters. The authors argue that higher education has lost sight of its principal purpose—to develop the mind to the fullest. In order to survive and thrive, higher education must focus sharply on what they call “higher education capital”—the ability to think well and broadly, express oneself clearly, explore new areas, and be open to possible transformations. At the end of the book, Fischman and Gardner offer cogent recommendations for how individual colleges, a range of stakeholders, and the sector of higher education can help to develop the intellectual capacities students will need to be productive citizens of the world.
David Kaplan has received a three-year, $897,000 grant from the Institute of Education Sciences to work on the development of Bayesian probabilistic forecasting approaches to model trends toward the United Nations’ Sustainable Development Goals in education. The co-Principal Investigator on this grant is Professor Nina Jude of the Institut für Bildungswissenshaft, University of Heidelberg.
Helen “Sunny” Ladd gave the Diane Ravitch lecture at Wellesley College on Tuesday, April 12, 2022. My topic was “How Charter Schools Disrupt Good Education Policy.” The lecture can be viewed at: https://youtu.be/aqPC02HXzac.
Zeus Leonardo received AERA’s “Scholars of Color Distinguished Career Contribution Award” for 2021. It is awarded to a senior-level scholar, usually 20 years or more after their receipt of the doctoral degree. He was recognized for his research around issues of race stratification, critical studies of whiteness, and critical social theory. He also published the chapter “Schooling in Racist America: Critical Class Theories and Critical Race Theories in Education,” which appeared in the collection, Race and Education, edited by Paula Groves Price for Oxford University Press. With Erica Boas, Leonardo’s chapter, “Other Kids’ Teachers: What Children of Color Learn from White Women and What this Says about Race, Whiteness, and Gender,” appeared in the second edition of Lynn and Dixson’s Handbook of Critical Race Theory and Education for Routledge.
Sonia Nieto’s husband Angel died on December 18, 2021. As a result, she has done very little professional and academic work since then. However, she did receive a beautiful award: the Lifelong Educator of the Year Award from the National Association for Bilingual Education which was awarded at the Annual NABE conference held at the New York Hilton in New York City in February 2022. Also, the first book in her new series, Visions of Practice at Teachers College Press, was published in April 2022. The book, Families with Power: Connecting Families, School, and Community by Mary Cowhey.
Sean Reardon and Ann Owens (Postdoctoral 2016) recently launched a new website and data source called The Segregation Index (www.segindex.org). The Segregation Index aims to be a comprehensive resource for tracking neighborhood and school segregation in the U.S., across every neighborhood and every school. It will include longitudinal datasets on racial/ethnic and economic segregation between schools and neighborhoods at multiple levels of geography (e.g., national, metropolitan area, school district); research papers and briefs on key trends and findings; methodological explainers on interpreting measures of segregation; and code for researchers to create customized segregation estimates. The website includes new research showing that both racial and economic school segregation have increased sharply in large school districts since 1991.
James Spillane, the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at the School of Education and Social Policy, Northwestern University received the 2022 Spencer Foundation Mentor Award for his generous, wise, and decades-long support of the next generation of scholars. He is one of six honored by Spencer in 2022 with this award. Given annually, the award honors mentors who have enriched the lives, research, and careers of their students and colleagues and enhanced the field of education research. The award comes with a grant of $15,000 to support the awardee’s mentoring activities.
Stanton Wortham, as Dean is launching a new, unique interdisciplinary department at Boston College’s Lynch School of Education and Human Development. In the Department of Formative Education, a faculty consisting of anthropologists, philosophers, psychologists, historians, and educational theorists will serve as a hub for school- and campus-wide efforts to understand and advance formative, whole person development. With this new Department, Wortham is bringing together scholarly expertise about holistic, purposeful human development and building on Boston College’s formative approach to pedagogy that integrates intellectual, social, ethical, and spiritual dimensions. Drawing on the resources of the humanities and social sciences, the programs associated with this department promise new approaches to contemporary and perennial issues in the education of whole human beings.
The National Academy of Education would also like to congratulate the following members on their election to the American Academy of Arts and Sciences:
- Walter R. Allen, University of California, Los Angeles
- Susan M. Dynarski, Harvard Graduate School of Education
- Patricia C. Gándara, University of California, Los Angeles
- C. Kirabo Jackson, Northwestern University
- Diana Slaughter Kotzin, University of Pennsylvania
- William F. Tate, IV, Louisiana State University
- Suzanne M. Wilson, University of Connecticut