AR sessions sponsored by other groups

There are well over a hundred sessions and talks which draw on action research and are sponsored by other SIG's, Divisions, or are invited talks. We don't list all of the poster and roundtable sessions, but here is an index of session that are sponsored by other groups that you might want to explore.

THURSDAY

14.026 - Faculty Developers as Insiders and Outsiders: Work-Based Learning for Professional Development

Thu, April 16, 12:00 to 1:30pm, Sheraton, Second Level, Michigan A

Session Type: Symposium

Abstract

Conventional approaches to faculty development should expand to consider learners’ context and learning trajectories more explicitly, develop local learning networks, and to bridge the “cultural divide” that separates disciplines, cultures, and ways of knowing. A work-based learning framework holds promise for accomplishing these goals. This paper session will present recent work that illustrates the advantages and challenges of using work-based learning to promote faculty development in the professions. Drawing from several qualitative research studies, the authors will report on the benefits of immersing learners in authentic settings for professional development, as well as the challenges and implications for their work, when they must depend upon significant aspects of the learning environment that are beyond their control.

Sub Unit

• • • Division I - Education in the Professions

Chair

• • • Katherine M. Edmondson, Cornell University

Papers

• • • Developing a Research Agenda for Professional Development: Particular Challenges for Work-Based Learning - Anne Christine McKee, King's College London

    • Developing "Learning for, at, and Through Work" in a College of Education - Margaret E. Malloch, Victoria University

    • Reconceptualizing Workplace Learning: Potential Models of Systems-Oriented Workplace Learning Experiences (SOWLES) - Bridget Colleen O'Brien, University of California - San Francisco;Melissa Bachhuber, University of California, San Francisco; Arianne Teherani, University of California - San Francisco; Patricia S. O'Sullivan, University of California - San Francisco

    • Action Research Program: Integrating Education With Clinic Needs - Christy K Boscardin, University of California - San Francisco; Sara Ackerman, University of California - San Francisco; HollyNishimura, University of California - San Francisco; Leah Karliner, University of California - San Francisco; Ralph Gonzales, University of California - San Francisco

Discussant

• • • Patricia S. O'Sullivan, University of California - San Francisco

16.040 - Teacher Leaders as Activists for Social Justice

Thu, April 16, 2:15 to 3:45pm, Marriott, Fifth Level, Kansas City

Session Type: Paper Session

Sub Unit

• • • Division K - Teaching and Teacher Education / Division K - Section 2: Teacher Leadership Within and Beyond the Classroom (teachers as leaders, researchers, policy makers, community activists, and decision-makers)

Chair

• • • Jill Harrison Berg, Teachers21

Papers

• • • Justice in the Schoolhouse: Teacher Leaders at the Intersection of Justice, Responsibility, and Belief - Allan Feldman, University of South Florida; Kory Bennett, University of South Florida

    • Activism as Teacher Leadership: Lessons From Portraits of Four Teacher Activists - Keith C. Catone, Brown University

    • Examining Teacher Leadership: A Decade of Research After York-Barr and Duke - Julianne A. Wenner, University of Connecticut; Todd Campbell, University of Connecticut

Discussant

• • • Jason M. Margolis, Duquesne University

FRIDAY

26.035 - Participatory Action Research for Institutional Change: Reconsidering Diversity Training, Access, and Retention of Historically Marginalized Populations

Fri, April 17, 8:15 to 9:45am, Marriott, Fourth Level, Clark

Session Type: Symposium

Abstract

This panel addresses the theme, Toward Justice, by responding to Tienda’s (2013) call for educators and leaders in higher education to respond to the question “Are postsecondary institutions harnessing the education benefits of diversity, or is social and cultural heterogeneity largely symbolic?” (p. 468). The presenters demonstrate how they each approached the challenge of increasing the access and retention of all students through participatory action research (PAR) projects intended to facilitate awareness of effective equity-oriented pedagogical designs. The chairs and discussants then open a conversation about PAR, tenure, and institutional change. Together, these studies speak to the power of harnessing campus wide perspectives through student initiated PAR in the service of systemic change.

Sub Unit

• • • Division G - Social Context of Education / Division G - Section 4: Social Context of Education Policy, Politics, and Praxis

Chairs

• • • Ronald David Glass, University of California - Santa Cruz

    • Mark R. Warren, University of Massachusetts - Boston

Papers

• • • Finding Our "Scholar Cap": Harnessing Diversity and Working Toward Equity Through Inquiry - Rebecca G Kaplan, University of Colorado - Boulder; Elizabeth Mendoza, University of Colorado - Denver; Carlos Porfirio Hipolito-Delgado, University of Colorado - Denver

    • Participatory Action Research to Facilitate University Cross-Cultural Learning - Sarah Reed Hobson, SUNY - College at Cortland

    • Artistically Speaking: Students Teaching Faculty About Diversity Through Participatory Action Research - Joy Howard, Heritage University

Discussants

• • • Jerusha Osberg Conner, Villanova University

    • Paige M. Bray, University of Hartford

26.037 - Vygotsky and Social Justice: Community Education and Community Development

Fri, April 17, 8:15 to 9:45am, Marriott, Sixth Level, Great America

Session Type: Symposium

Abstract

This symposium presents community education practices that draw upon Lev Vygotsky’s understanding of learning and development as inseparable from each other and from the social, cultural and historical environment. To the symposium presenters, there is a strong social justice imperative in Vygotsky’s approach, yet to be fully realized within the confines of schools. Additionally, the symposium speakers represent different communities—the university and independently funded non-profits—each with a different approach to scholarship and to scholar-community partnerships globally. The symposium is designed to foster new kinds of dialogue on education, community, and community education by looking at socio-cultural research through a social justice lens and vice versa.

Sub Unit

• • • Division G - Social Context of Education / Division G - Section 5: Social Context of Research on Schools and Communities

Chair

• • • Lois Holzman, East Side Institute

Papers

• • • Welcoming Mexican Immigrant Families Into Community Organizing and Action: Toward Legitimate Institutional Participation - Ana C. Iddings, The University of Arizona; Eliza Desiree Butler, University of Arizona

    • Helping Poor Communities Develop Through a Vygotskian-Influenced Practice - Lenora B. Fulani, All Stars Project

    • Dynamic Narrating for Critical Engagement in Education Reforms - Colette Daiute, City University of New York

    • Vygotsky on the Margins: A Global Search for Method - Lois Holzman, East Side Institute

26.062 - Mixed-Methods Research: Methodology, Coursework, and Application

Fri, April 17, 8:15 to 9:45am, Marriott, Sixth Level, Purdue/Wisconsin

Session Type: Paper Session

Sub Unit

• • • SIG-Mixed Methods Research

Chair

• • • Lisa Hall Foster, Development Services Group

Papers

• • • Advancing Application of Mixed Methods in Action Research: Theory and Process - Nataliya V. Ivankova, The University of Alabama - Birmingham

    • Becoming a Mixed-Methods Researcher: Research Methodology Selection of Women Faculty in the Social Sciences - Tiffany J. Brown, University of Washington

    • Becoming a Mixed-Methods Scholar: Significant Learning Experiences in a Mixed-Methods Course - Jori Hall, University of Georgia

    • How Researchers Develop and Use Joint Displays in Mixed-Methods Research: A Qualitative Study - Khahlia Sanders, University of Cincinnati; Vicki L. Plano Clark, University of Cincinnati

    • One Size Does Not Fit All: Methodological Considerations for Teacher Self-Efficacy Scales - Gina Gabriele Mosier, Indiana University - Bloomington; Jill Bradley-Levine, University of Indianapolis

Discussant

• • • Robin R. Lasota, Development Services Group, Inc.

29.024 - Narratives, Reflections, and Socially Just Practices in Aspiring Educational Leadership Coursework

Fri, April 17, 10:35am to 12:05pm, Swissotel, Event Centre Second Level, Vevey 1&2

Session Type: Paper Session

Sub Unit

• • • Division A - Administration / Division A - Section 5: Leadership Preparation Development

Chair

• • • Anthony H. Normore, California State University - Dominguez Hills

Papers

• • • Learning From Conflict: A Study of Reflections on Experiential Learning - Sarah V. Mackenzie, University of Maine; Heather L. Ball, University of Maine at Machias

    • Social Justice Leadership: Changing Attitudes, Beliefs, and Values of Future School Principals - James G. Allen, Northern Kentucky University; Robert E. Harper, Cincinnati Children's Hospital Medical Center; James W. Koschoreck, Northern Kentucky University

    • Developing the Art of Oral Narrative: Promoting a Culture of Learning and (Ex)Change - Barry J. Aidman, Texas State University; Tanya Alyson Long, Texas State University

    • Becoming Marginalized: Preparing School Leaders to Understand the Impact of Marginalization in Intellectual Spaces - Sharon I. Radd, St Catherine University; Karen Stansberry Beard, The Ohio State University - Columbus

    • Understanding We Misunderstand: Disrupting Cultural Deficit Narratives in Developing School Leaders - Cynthia M Ellwood, Marquette University

Discussant

• • • Monica Byrne-Jimenez

29.027 - On Making Spectacles of Ourselves: Representing Counternormative Memory in Queer and Métis Cultures

Fri, April 17, 10:35am to 12:05pm, Swissotel, Event Centre Second Level, St. Gallen 1

Session Type: Symposium

Abstract

Our presentations will share findings from four Canadian research projects conducted in different educational settings: public high schools, Metis communities, and a community arts-engaged education project for older adults. Our findings suggest that public shows and performances can educate both audience and performers - confirming earlier speculations by Gallop (1995, p. xi) - in that they are embodied, interruptive, and open up fictive spaces in which we can suspend disbelief and practice empathy for others (Zunshine, 2006). Thus, as we try on new ‘spectacles,’ we may be able to circumvent quotidian practices that may have become invisible (Varela, 1999), or at least see them more clearly.

Sub Unit

• • • Division B - Curriculum Studies / Division B - Section 1: Critical and Post-Foundationalist Perspectives and Practices

Cosponsor

• • • SIG-Queer Studies

Chair

• • • Dennis J. Sumara, University of Calgary

Papers

• • • It Is Hard to See the Brokenness of Those Who Have Learned to Blend In: A Case Study in Catalytic Validity - Claire Elizabeth Robson, Simon Fraser University; Dennis J. Sumara, University of Calgary

    • Singing Queer: Queer-Narrative Musical Performance as Pedagogy in Public - Kate Reid, The University of British Columbia

    • Reawakening Métis Memory and Consciousness Through the Art of Storying: An Exploration of Decolonizing Education Through Digital Storytelling - Yvonne Poitras Pratt, University of Calgary

    • Métis History and Rememoration: Narratives, Memory, and "Realizing the Debt to the Historical Past" - Lyn Denise Daniels, The University of British Columbia

Discussant

• • • Tara Goldstein, OISE/University of Toronto

29.040 - Action Research Transforming Education Policy and Practice

Fri, April 17, 10:35am to 12:05pm, Swissotel, Event Centre First Level, Zurich C

Session Type: Symposium

Abstract

This symposium will demonstrate action research as an approach for advancing institutional, state, federal and transnational education policies through the presentation of current action research projects. Each of the presenters offers a unique of strategy for engaging and collaborating with various educational stakeholders to conduct research and inquiry that effectively informs education policies that impact student experiences and outcomes. Presenters will also engage in a dialogue with participants regarding the development of their individual research agendas and discuss ways to utilize action research in continually evolving and productive ways.

Sub Unit

• • • Division J - Postsecondary Education / Division J - Section 5: Policy, Finance, and Economics

Chair

• • • Robert T. Teranishi, University of California - Los Angeles

Papers

• • • Transforming Institutional and Federal Policies: Findings From Partnership for Equity in Education Through Research - Loni Bordoloi, Teagle Foundation; Margary Martin, Brown University

    • iCount: An Action Research Data Quality Initiative for Asian Americans and Pacific Islanders - Bach Mai Dolly Nguyen, University of California - Los Angeles

    • A Cross-Collaborative Approach to Action Research: A National Study of Undocumented College Students - Cynthia Maribel Alcantar, University of California - Los Angeles; Edwin Hernandez, University of California - Los Angeles

    • Higher Education Access for Deported Mexican Youth - William Perez, Claremont University - Claremont Graduate University; Iliana Perez, Claremont Graduate University; Jessica Itzel Valenzuela, Claremont Graduate University

Discussant

• • • Dina C. Maramba, Binghamton University - SUNY

• • 29.058 - Understanding the Strength of A/r/tography as a Theory and a Research Methodology

    • • • Fri, April 17, 10:35am to 12:05pm, Hyatt, West Tower - Gold Level, New Orleans

          • Session Type: Symposium

• • • Abstract

      • • • • This objectives of this panel are: (1) to briefly highlight the development of a/r/tography, particularly to reveal how it has evolved alongside living inquiry and action research; (2) to explain how it is being applied in K-12 education; and (3) to contextualize how the methodology is being used in other qualitative research approaches. The panelists will explore the thesis that scholars and teachers who are able to understand and act within the three roles of a/r/tography will be better suited to address the complexities inherent in modern education. Drawing on lived experience, this panel will tell different stories of conducting research and give voice to the artistic processes involved.

    • Sub Unit

      • • • • • SIG-Arts and Inquiry in the Visual and Performing Arts in Education

    • Chair

      • • • • • Sean P. Wiebe, University of Prince Edward Island

    • Papers

      • • • • • Teacher Professional Development in Multiple and Digital Literacies - Sean P. Wiebe, University of Prince Edward Island

              • Performing Music and Poetry: A Pedagogy of Listening - Peter J. Gouzouasis, The University of British Columbia

              • In the Splash Zone - Kathryn Ann Ricketts, University of Regina

    • Discussant

      • • • • • Lynn Margaret Fels, Simon Fraser University

• • 29.060 - Biliteracy: Bilingual Children Learning to Read and Write

    • • • Fri, April 17, 10:35am to 12:05pm, Swissotel, Event Centre Second Level, Montreux 1&2

          • Session Type: Paper Session

• • • Sub Unit

      • • • • • SIG-Bilingual Education Research

    • Chair

      • • • • • Susan Hopewell, University of Colorado - Boulder

    • Papers

      • • • • • The Early Spanish and English Writing Development of Simultaneous Bilingual Preschoolers - Lucinda A. Soltero-Gonzalez, University of Colorado - Boulder; Sandra Adriana Butvilofsky, University of Colorado Boulder; Adriana Alvarez, University of Colorado - Boulder

              • Writing Instruction for English Language Learners: What Strategies Do Teachers Use? - Sharon H. Ulanoff, California State University - Los Angeles; Alice Maris Leilani Quiocho, California State University - San Marcos; Joan C. Fingon, California State University - Los Angeles

              • Bridging Language and Literacy: A Study of Read-Alouds and Spanish–English Cognate Vocabulary With Bilingual Students - Anita C. Hernandez, New Mexico State University; Jose A.Montelongo, New Mexico State University

              • Enacting Bilingualism: A Case Study of Dual Language Bilingual Education Preschool Co-Teachers' Coordinated Practices During Large-Group Shared Book Readings - Ryan W. Pontier, Miami Dade College; Mileidis Gort, The Ohio State University

              • Young Children's Multilingual Literacy Practices: Resourceful Negotiations in Second-Grade Dual Language Classrooms - Lorraine Theresa Falchi, Teachers College, Columbia University

    • Discussant

      • • • • • Susan Hopewell, University of Colorado - Boulder

• • 29.073 - Identity on Knowledge Landscapes

    • • • Fri, April 17, 10:35am to 12:05pm, Hyatt, West Tower - Bronze Level, Buckingham

          • Session Type: Paper Session

• • • Sub Unit

      • • • • • SIG-Narrative and Research

    • Chair

      • • • • • Cindy (Cynthia) Lynne Clarke, Prairie Spirit School Division #206

    • Papers

      • • • • • Decolonizing Narratives: Reflections on Professional and Personal Transformations - Cathy A. Coulter, The University of Alaska - Anchorage; Irasema Ortega, The University of Alaska - Anchorage

              • The Knowledge and Identity of an Asian American Teacher: Impact of China Study Abroad Experience - Cheryl J. Craig, University of Houston; Yali Zou, University of Houston; Gayle A. Curtis, University of Houston

              • The Postindigenous Body: Critical Autoethnography and Contrapuntal Narratives From an Indigenous Educator in the Diaspora - Umar Keoni Pantaleon-Umangay, Charles Sturt University

              • Sunrise, Sunset: Juxtaposing Longitudinal Accounts of the Tenure and Promotion Process in Narrative Voices - Mary Lynn Hamilton, The University of Kansas; Stefinee E. Pinnegar, Brigham Young University

    • Discussant

      • • • • • Jerry L. Rosiek, University of Oregon

• • 31.032 - Conflict, Complexity, and Devastation: Whiteness and White Racial Identities in Education

    • • • Fri, April 17, 12:25 to 1:55pm, Marriott, Sixth Level, Lincolnshire

          • Session Type: Symposium

• • • Abstract

      • • • • Multicultural and critical pedagogy scholars have begun to worry that the very way that whiteness and white racial identities have been conceptualized has contributed to our educational failures with white people. The purpose of this symposium is to build nuanced descriptions of, and theoretical insights about, the complexities and conflicts at the heart of whiteness and white racial identities. Our emphasis on complexity and conflict is not meant to distract from the realities of individual white racism and a larger white-supremacist U.S. context. Instead, our work is motivated by the question of what is to be done to work more effectively with white people. We seek to illuminate and remain attentive to the pedagogical possibilities of complexity and conflict.

    • Sub Unit

      • • • • • Division G - Social Context of Education / Division G - Section 2: Education in Mulitcultural Contexts Within and Across Subject Areas

    • Chair

      • • • • • Timothy J. Lensmire, University of Minnesota - Twin Cities

    • Papers

      • • • • • A White Principal, a Fantasy of Dirt, and Anxieties of Attraction - Bryan Davis, Columbus School District; Timothy J. Lensmire, University of Minnesota - Twin Cities

              • Victoria's "Venn Diagram of Fun": The Internal Devastation of Whiteness - Samuel Jaye Tanner, The Pennsylvania State University - Altoona; Audrey Lensmire, Augsburg College

              • The Color-Blind Conundrum - Mary Elizabeth Lee-Nichols, University of Wisconsin - Superior; Jessica Dockter Tierney, University of Minnesota

              • Uneasy "Experts": White Teachers and Antiracist Action - Shannon McManimon, University of Minnesota; Zachary A. Casey, Rhodes College

    • Discussants

      • • • • • Beverly E. Cross, The University of Memphis

              • Decoteau J. Irby, University of Wisconsin - Milwaukee

• • 31.034 - Lessons From Social Justice–Minded Teachers and Teacher Educators in the Neoliberal Context

    • • • Fri, April 17, 12:25 to 1:55pm, Marriott, Fifth Level, Kansas City

          • Session Type: Symposium

• • • Abstract

      • • • • In this symposium, the panelists engage in critical qualitative research to explore social justice teaching in the current neoliberal context. Drawing from critical theoretical and pedagogical frameworks the panelists conduct empirical studies to examine how educators are strategically planning, collaborating, and working towards social justice. Their research distinctly examines: 1) a teacher’s effort to decolonize the common core standards; 2) social justice minded educators navigation of neoliberal policies and climate; 3) a Teacher Inquiry Group working towards sharpening the participants’ political clarity; and 4) the ways that racism and neoliberal reforms impact the work-life of social justice teacher educators of color. The panelists’ research seeks to situate, support, and inform social justice teaching in the current neoliberal state.

    • Sub Unit

      • • • • • Division G - Social Context of Education / Division G - Section 4: Social Context of Education Policy, Politics, and Praxis

    • Chair

      • • • • • Edward Ryan Curammeng, University of California - Los Angeles

    • Papers

      • • • • • Decolonizing the Common Core: Possibilities and Limitations in the Elementary Classroom - Carolina Valdez, University of California - Los Angeles

              • Social Justice Teaching in the Era of Standardized Testing and Accountability Measures - Oscar Navarro, University of California - Los Angeles

              • Critical Teacher Learning: Teacher-Led Inquiry Working to Develop Political Clarity - Antonio Nieves Martinez, University of Massachusetts - Amherst

              • Social Justice Teacher Educators of Color in Teacher Education - Nini Hayes, University of Massachusetts-Amherst

    • Discussant

      • • • • • Allyson Tintiangco-Cubales, San Francisco State University

• • • • • 33.046 - An Exploration of the Dialogical Possibilities for Drama and Performance for Diverse Learners

• • • • Fri, April 17, 2:15 to 3:45pm, Hyatt, West Tower - Gold Level, San Francisco

        • Session Type: Symposium

        • Abstract

          • In this symposium, we aim to enrich our understanding of how drama can engage broad numbers of students in their learning. We draw from data from four distinct qualitative studies conducted with students at the elementary, middle and secondary levels. Applying such varied theoretical ideas as transcultural literacy, Bakhtin's scholarship on the philosophy of language, and multimodality and embodied learning, our presentations explore the affordances of drama and performance-based learning for diverse learners, in particular, focusing on those students who have been disenfranchised or otherwise disengaged from their learning. Together, these papers illuminate what we can learn about students through their involvement in drama so that educators, in turn, can create dramatic pedagogies that facilitate broad participation, investment and learning.

        • Sub Unit

          • • SIG-Arts and Inquiry in the Visual and Performing Arts in Education

        • Chair

          • • Anneliese Cannon, University of Wisconsin - Madison

        • Papers

          • • Learning Words to Talk Back: Using Drama to Teach Academic Language - Anneliese Cannon, University of Wisconsin - Madison

            • Mapping Cultural Imaginaries in Immigrant Children's Dramatic Engagements - Linda Coggin, Indiana University; Stacy Peñalva, Indiana University; Carmen L. Medina, Indiana University - Bloomington

            • Staging Equality With Dramatic Inquiry: Teachers Changing How They Mediate Learning Using Classroom Drama - Brian W. Edmiston, The Ohio State University - Columbus; Kathleen Farrand, The Ohio State University - Columbus

            • Multisited Ethnography: English Language Learners in High School Drama Classrooms - Burcu Yaman Ntelioglou, Brandon University

        • Discussant

          • • Erica Rosenfeld Halverson, University of Wisconsin - Madison

33.037 - Crossing Borders of Reflection and Inquiry: Strengthening Early Science Education in Palestinian and U.S. Classrooms

Fri, April 17, 2:15 to 3:45pm, Marriott, Sixth Level, Great America

Session Type: Symposium

Abstract

These collaborative projects examine the role of teacher reflection and inquiry in science teaching for small groups of U.S. and Palestinian teacher educators and early childhood and elementary school teachers. There is scant literature in general on cross-national projects on teacher reflection and inquiry, and even less on teacher reflection in areas of conflict such as Palestine. Findings show a beginning shift in the professional identities of both U.S. and Palestinian teachers toward new roles as reflective practitioners capable of curricular and educational change. Data sources included interviews, cross-national classroom visits, children’s writing and conversations, photographs, and video. Implications highlight the value of cross-national collaboration for stimulating professional dialogue and initiating a new culture of teacher reflection and inquiry.

Sub Unit

• • • Division K - Teaching and Teacher Education / Division K - Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Chair

• • • Stephanie L. Sisk-Hilton, San Francisco State University

Papers

• • • Structuring Cross-National Early Collaboration: A U.S./Palestinian Partnership Focusing on Early Childhood Teacher Reflection - Daniel Meier, San Francisco State University

    • Supporting Teacher Reflection in Palestinian In-Service Education: New Roles for Palestinian Early Childhood Teacher Educators - Buad Mohamed Khales, Teacher

    • Reflecting on Young Children's Playful Experiences in Science: Lessons From a Cross-National Project - Isauro M. Escamilla Calan, San Francisco Unified School District

    • Promoting Reflective Practice in a Cross-National Project: The Role of Early Childhood Preschool Directors - Martha Melgoza, Skytown Preschool

    • "Science Stories" as a Facilitator of Teacher and Student Inquiry in Palestinian Elementary Classrooms - Majida Dajani, Al-Eman Schools and Al-Quds Open University

    • The Impact of Short-Term Shared Inquiry on American Preservice Teachers' Ideas About Student Assessment - Stephanie L. Sisk-Hilton, San Francisco State University

Discussant

• • • Linda R. Kroll, Mills College

33.051 - Critical Education as an Act of Knowing

Fri, April 17, 2:15 to 3:45pm, Marriott, Sixth Level, Lincolnshire

Session Type: Paper Session

Sub Unit

• • • SIG-Critical Educators for Social Justice

Chair

• • • Roderick LaMar Carey, University of Maryland - College Park

Papers

• • • Can We Care for All Students? Perceptions of Care and Social Justice Among Teachers of Black and Latino Students - Laureen Adams, Claremont Graduate University

    • I Am Forever Affected by These Students: Critically Engaged Student Teachers in Urban Field Placements - Stephanie Behm Cross, Georgia State University; Jessica James Hale, Georgia State University; Rogers Smith, Georgia State University

    • Putting Up a Fight: Exploring the Social Justice Praxis of Youth Organizers of Color - Wanda Watson, Teachers College, Columbia University

    • "I Don't Just Want to Be Quiet Anymore": Youth Developing Skills, Finding Voice, and Transforming Their Communities Through Community Engagement and Participatory Project-Based Learning - Laura Ruth Johnson, Northern Illinois University; Enid Marie Rosario-Ramos, University of Michigan

Discussant

• • • Vincent DeWayne Willis, University of Houston

33.050 - Inquiring Into Classroom Management: Diverse Views and Approaches

Fri, April 17, 2:15 to 3:45pm, Swissotel, Event Centre Second Level, Vevey 4

Session Type: Paper Session

Sub Unit

• • • SIG-Classroom Management

Papers

• • • Gender-Separated and Mixed-Gender Classrooms and Middle School Students' Achievement and Classroom Behavior - Cheryl Leigh Somers, Wayne State University; Vince Gigliotti

    • Getting a Good Start in School: Differential Effects of INSIGHTS on the Behaviors and Engagement of Children With Challenging Temperaments - Sandee G. McClowry, New York University;Meghan P. McCormick, New York University; Erin E. O'Connor, New York University; Elise Cappella, New York University

    • Reflection/Exit Writing as a Management Tool with Academic Benefits - Stacey Michelle Templeton, University of Houston; Jerome Freiberg, University of Houston

    • Unpacking the Effects of Class Size Reduction on Classroom Environments - Courtney L. Malloy, Vital Research, LLC; Andrea Nee, Vital Research, LLC

    • Utilizing an Action Research Approach to Explore and Implement Behavior Management in Inclusive Classrooms - Karley French, Berlin Central School District; Tracy A. McLeod, The Sage Colleges

Discussant

• • • Kent Alan Divoll, University of Houston - Clear Lake

33.067 - The Search for Justice in Critical Race Spatial Analysis

Fri, April 17, 2:15 to 3:45pm, Swissotel, Event Centre First Level, Zurich C

Session Type: Symposium

Abstract

This symposium offers four distinct approaches to engaging in Critical Race Spatial Analysis (CRSA), a methodology that “accounts for the role of race and racism in examining geographic and social spaces, and that works toward identifying and challenging racism within these spaces…” (Pacheco & Velez 2009, 293) CRSA is a useful in analyzing what Calmore (1995) calls the racialization of space, a process that undergirds cultural domination in US society. Each author shows how collaborative forms of CRSA are not only effective in uncovering racial injustice but also in countering the racialization of space in and out of educational settings.

Sub Unit

• • • SIG-Qualitative Research

Chair

• • • Benjamin Blaisdell, East Carolina University

Papers

• • • (Re)Imagining Maps as Critical Race "Portraits": Geographic Information Systems, Critical Race Spatial Analysis, and the Pursuit of Spatial Justice - Veronica Nelly Velez, Western Washington University; Daniel Gilbert Solorzano, University of California - Los Angeles

    • Cartographies of Inequity: Mapping the Trajectories of Young Women of Color Through the School-to-Prison Pipeline - Subini Ancy Annamma, University of Denver

    • We Teach That the Confederacy Lost: Storybox as a Methodological Tool in Critical Race Spatial Analysis - Joy Howard, Heritage University

    • Redlining in the Classroom: Teacher Complicity and Resistance in the Racialization of Space - Benjamin Blaisdell, East Carolina University

Discussant

• • • Daniel Gilbert Solorzano, University of California - Los Angeles

33.074 - Self-Study in the Schools

Fri, April 17, 2:15 to 3:45pm, Marriott, Sixth Level, Indiana/Iowa

Session Type: Paper Session

Sub Unit

• • • SIG-Self-Study of Teacher Education Practices

Papers

• • • Science Teaching as Transformation: How Self-Study Encouraged Me to Examine My Practice and to Facilitate Change - Megan Leider, Loyola University Chicago

    • A Reflective Tale About Learning Language, Culture, and the Self-Study of Educators Across Career Paths - Diane E. Lang, Orange-Ulster BOCES; Diane W. Gomez, Manhattanville College

    • Learning Through Leading: A Self-Study in District Administration - Christina Hank, Kent State University

    • Using Self-Study to Examine a Mentor's Role Through a Co-Teaching Partnership in Teacher Education - Nicole Titus, State College Area School District; Bernard J. Badiali, The Pennsylvania State University

    • What Matters Most? The Everyday Priorities of Teachers of English Language Learners - Johanna Boone, Provo School District; Ramona Maile Cutri, Brigham Young University; Stefinee E. Pinnegar, Brigham Young University

Discussant

• • • Andrew L. Hostetler, Vanderbilt University

35.029 - Learning as Transformation: Examining How Youth Author New Learning Pathways/Ecologies in Science, Engineering, and Technology

Fri, April 17, 4:05 to 5:35pm, Sheraton, Second Level, Superior A

Session Type: Symposium

Abstract

This symposium brings together a set of papers focused on science, engineering & technology learning across formal and informal ecologies and over time, with a particular focus on “learning as transformation.” We use the metaphor of “learning as transformation” to focus our conceptual and empirical attention on how youth are constantly re-authoring and re-purposing their identities and practices as they author pathways into/through science/engineering /technology and engage more deeply in problems that matter most to them. Drawing from socio-cultural perspectives on learning and critical orientations to equity and justice, the papers in this session examine the multiple forms learning as transformation takes for youth as well as understanding the tools and strategies that support this movement and transformation.

Sub Unit

• • • Division C - Learning and Instruction / Division C - Section 1d: Science

Chair

• • • Daniel Birmingham, Loyola University Chicago

Papers

• • • Youth Pathways in Becoming Community Engineering Experts - Angela Calabrese Barton, Michigan State University; Daniel Birmingham, Loyola University Chicago

    • Expansive Meanings and Makings in ArtScience - Ann Rosebery, TERC; Beth M. Warren, Cheche Konnen Center, TERC; Megan Bang, University of Washington

    • Youth Participatory Action Research and Learning as Transformation - Takumi C Sato, Virginia Polytechnic Institute and State University; Que'Ann Williams, ProjectERASE; Charda'e Alexander, projectERASE; Daco'Ria Evans, projectERASE; Chris McAbee, project ERASE; Stephen McAbee, projectERASE

    • From Half-Pipe to Full-fillment: Leveraging Interest-Driven Identities as a Strategy for Technology Learning - Dixie Ching, New York University; Rafi Santo, Indiana University - Bloomington; Tal Bar-Zemer, City Lore; Jessica Forsyth, Harold Hunter Foundation; Christopher Hoadley, New York University

    • What Matters? Instances of Science and Engineering Learning Among Students Living in Native American Communities in Idaho and Washington - Sameer Honwad, New York University; Anne L.Kern, University of Idaho; Melinda Howard, University of Idaho; Fritz Fielder, University of Idaho; Laura Anne Laumatia, Coeur d'Alene Tribe of Indians; Christine Meyer, Coeur d'Alene Tribe of Indians; NoraNumkena, Spokane Tribe of Indians

    • Conspiring to Create Community Labs: How Program and Relationship Shaped Practices Between Youth and Educators - Angela N. Booker, University of California - San Diego; Kindra F.Montgomery-Block, University of California - Davis; Bel Reyes, University of California - Davis

35.040 - Literacies Across Local, Global, and Translocal Imaginaries: Ethnographies of Becoming Transnational

Fri, April 17, 4:05 to 5:35pm, Marriott, Sixth Level, Minnesota

Session Type: Symposium

Abstract

We present ethnographic work conducted in communities, schools, homes and classrooms in multiple locations--Puerto Rico, Ohio, Minnesota, and Georgia--with adults and children whose lives are being transformed by transnational literacies and shifting politics of literacy education. Working with (and against) a range of ethnographic approaches we ask how transnational literacies emerge in ways that are unpredictable, creative, and political and always constitutive of and constituted by people’s agentic and identity work in situated contexts. Presenters address the impact of global media markets on children’s literacy repertoires, storytelling among immigrant and non-immigrant youth, parents’ responses to activism themes in children’s literature, and perceptions of schooling among adults and youth whose lives are defined by transnational mobility.

Sub Unit

• • • Division G - Social Context of Education / Division G - Section 3: Social Context of Multiple Languages and Literacies

Chair

• • • Carmen L. Medina, Indiana University - Bloomington

Papers

• • • Transnational Imagination and Oral Storytelling Among Global Peers - Patricia E. Enciso, The Ohio State University

    • Language and School Support in the Educational Experiences of Puerto Rican Transnational Youth - Sandra L Soto-Santiago, University of Puerto Rico - Mayaguez

    • Translocal and Colonial Landscapes: Mapping the Relocalization of Telenovelas - Carmen L. Medina, Indiana University - Bloomington

    • Transnational Flows in Immigrant and Indigenous Rights: Parents' Responses to the Activism in Children's Literature - Silvia C Nogueron-Liu, University of Georgia; Marianne Snow, University of Georgia

Discussant

• • • Luis C. Moll, The University of Arizona

35.071 - Making Filipina/o Students' Voices Matter: Pin@y Educational Partnerships' Teacher Participatory Action Research

Fri, April 17, 4:05 to 5:35pm, Swissotel, Lucerne Level, Lucerne II

Session Type: Symposium

Abstract

This session focuses on the development of an innovative research methodology known as “Teacher Participatory Action Research” (TPAR) developed in a Filipina/o American Studies pipeline called Pin@y Educational Partnerships (PEP). TPAR is informed by critical pedagogy, qualitative inquiry, and community responsive pedagogy. Building on this year’s conference theme, this panel demonstrates engaged social justice research across the educational pipeline. This session will include four papers, each focusing on TPARs at specific grade level beginning with college, then high school, middle school, and also elementary school. Through TPAR, we offer ways that educators, teachers, and students together can work towards deep transformative change in their schools and communities.

Sub Unit

• • • SIG-Research on the Education of Asian and Pacific Americans

Chair

• • • Arlene Sudaria Daus-Magbual, University of San Francisco

Papers

• • • Realizing and Responding: Teacher Participatory Action Research at Skyline College - Von Torres, Fresno City College

    • Critical Tahanan Connection Pedagogy: Teacher Participatory Action Research at Balboa and Philip and Sala Burton High Schools - Dara Katrina Del Rosario, Pin@y Educational Partnerships

    • Academic Performance and Engagement: Teacher Participatory Action Research at James Denman Middle School - Caroline Calderon, Veterans Equity Center

    • Practicing Culturally Relevant and Responsive Pedagogy: Teacher Participatory Action Research at Longfellow Elementary School - Maria Abigail Santos, Pin@y Educational Partnerships (PEP)

Discussant

• • • Allyson Tintiangco-Cubales, San Francisco State University

SATURDAY

46.045 - Teacher Leaders Engaged in Collaborative Learning

Sat, April 18, 8:15 to 9:45am, Marriott, Fifth Level, Los Angeles/Miami

Session Type: Paper Session

Sub Unit

• • • Division K - Teaching and Teacher Education / Division K - Section 2: Teacher Leadership Within and Beyond the Classroom (teachers as leaders, researchers, policy makers, community activists, and decision-makers)

Chair

• • • Jennifer L. Snow, Boise State University

Papers

• • • Teacher Leaders: Bringing an Inquiry Focus to Professional Learning Community Conversations - Megin Charner-Laird, Salem State University; Christina L. Dobbs, Boston University; Jacy C.Ippolito, Salem State University

    • Examining How Teacher Leaders Facilitate Evidence-Informed Data Conversations About Student Learning - Julie M. Nicholson, Mills College; Anna E. Richert, Mills College

    • Unlocking the Power of Collaboration: Do Teacher-Led Learning Communities Hold the Key to Increased Teacher Leadership and Efficacy? - Mary Kooy, University of Toronto - OISE; NaomiRebecca Hughes, University of Toronto

Discussant

• • • Melinda M. Mangin, Rutgers University

46.054 - Doctoral Career Motivation and Trajectories

Sat, April 18, 8:15 to 9:45am, Swissotel, Event Centre First Level, Zurich D

Session Type: Paper Session

Sub Unit

• • • SIG-Doctoral Education Across the Disciplines

Chair

• • • Talia K. Carroll, The Pennsylvania State University

Papers

• • • M.D.–Ph.D. Career Motivations at Matriculation - Daniel M Read, University of Virginia; Donna B. Jeffe, Washington University in St. Louis; Dorothy Andriole, Washington University in St. Louis; HeatherD. Wathington, University of Virginia; Robert H. Tai, University of Virginia; Mary T. Hall, University of Virginia

    • Moving in to the Professoriate: A Case study of the Students Pursuing Faculty Careers Program at a Research-Focused University - Dia Sekayi, Georgia Institute of Technology; Alexandra Coso, Georgia Institute of Technology

    • Pathways to the Professoriat: Exploring African American Doctoral Student Socialization and the Pipeline to the Academic Profession - Reginald A Blockett, Indiana University - Bloomington;Pamela Petrease Felder, University of Maryland - Eastern Shore; Walter P. Parrish, University of Wisconsin - Madison; Joan Nicole, University of Georgia - Athens

    • Realizing Shulman's Vision: Carnegie Project on the Education Doctorate–Affiliated Program Graduates Influence Professional Practice - Ray R. Buss, Arizona State University; Ron Zambo, Arizona State University; Debby M. Zambo, Carnegie Project on the Education Docorate

    • Post-Ph.D. Nonacademic Careers: Perspectives on the Degree and Research Skills Postgraduation - Lynn McAlpine, University of Oxford

Discussant

• • • Mark R. Connolly, University of Wisconsin - Madison

46.026 - The Art of Complicated Conversation: Narrative Approaches to Enacting Social Justice in Chicago High Schools

Sat, April 18, 8:15 to 9:45am, Hyatt, West Tower - Gold Level, Atlanta

Session Type: Symposium

Abstract

The papers in this session work across the adjacent fields of curriculum studies and art education to 1) Observe and theorize the tensions and complexities that arise in social justice conversations between students and their teachers in four Chicago high schools; and 2) Suggest how aesthetic approaches create contexts in which complexity and tensions can become the basis of personal and collective investigation in local sites. The papers take seriously the dynamics of praxis wherein the students’ learning is facilitated by—but also facilitates—the teacher’s learning. Projects under consideration include digital storytelling, the making of ‘conceptual/wearable homes’, Afrofuturism and biomythography.

Sub Unit

• • • Division B - Curriculum Studies / Division B - Section 4: Spatial Justice: Youth, Community Activism and Ecologies

Chair

• • • Karyn E. Sandlos, School of the Art Institute of Chicago

Papers

• • • Losing and Finding: Critical Explorations of Community Through Digital Storytelling With High School Students - Lynn Yarne, School of the Art Institute of Chicago

    • Going Home: Using Paper With High School Students to Materialize Places Where We Belong - Ashley Szczesiak, School of the Art Institute of Chicago

    • I Am Myself and Someone Else: "Coming of Age" in the Process of Learning to Teach - A.K. Gerlofs, School of the Art Institute of Chicago

    • Past Present, Future Perfect? Mythologizing the Self With Adolescents - Alice Costas, Chicago Public Schools

Discussant

• • • Therese M. Quinn, University of Illinois at Chicago

46.037 - Toward Justice: Role of Policy in Shaping Contexts, Praxis, and Higher Education Access for Undocumented Students

Sat, April 18, 8:15 to 10:15am, Swissotel, Event Centre First Level, Zurich G

Session Type: Symposium

Abstract

Scholarship pertaining to understanding the experiences of undocumented students in higher education has often focused on individuals and their encounters with discrimination rather than on how systemic discriminatory policies shape larger institutional, political, and research contexts. This symposium will provide a multifaceted examination the role of policy in shaping contexts, praxis and higher education access for undocumented students with particular attention to ways in which policy serves as an instrument for delivering discriminatory practice, shaping legal consciousness, enacting institutional agents’ professional values and personal beliefs in their praxis, and conceptualizing methodological approaches to research.

Sub Unit

• • • Division J - Postsecondary Education / Division J - Section 5: Policy, Finance, and Economics

Chair

• • • Stella M. Flores, Vanderbilt University

Papers

• • • Discriminatory Policies and Their Effects on the Postsecondary Educational Pathways of Undocumented Students: A Critical Discrimination Perspective - Blanca E. Elizabeth Vega, Teachers College, Columbia University; H. Kenny Nienhusser, University of Hartford

    • Analyzing the Role of Professional Values and Personal Beliefs in the Implementation of State and Institutional Policies That Affect Undocumented Students - Michelle M. Espino, University of Maryland - College Park; H. Kenny Nienhusser, University of Hartford

    • Methodological Considerations in Investigating Undocumented Students' Postsecondary Access and Persistence - Robert T. Teranishi, University of California - Los Angeles; Cynthia MaribelAlcantar, University of California - Los Angeles

    • Legal Status as Social Identity: Toward a Conceptual Model of Legal Consciousness - Susana Maria Munoz, University of Wisconsin - Milwaukee

Discussant

• • • Roberto Gonzales, Harvard University

46.075 - Data Use and inquiry in Research-Practice Partnerships: Insights From Four Case Examples

Sat, April 18, 8:15 to 9:45am, Sheraton, Second Level, Colorado

Session Type: Symposium

Abstract

We propose a symposium examining data use and inquiry within four case examples of university-community partnerships. The first case illuminates a partnership approach that promotes a district’s capacity to use data to tackle persistent problems of practice. The second case exemplifies how an equitable research model is leveraged to give voice to those from marginalized groups. The third case investigates partnership dynamics within a Promise Neighborhood initiative, as stakeholders negotiate accountability demands with the need for actionable information. The final case highlights strategies that foster partnership within a learning network of nine cities working to build out-of-school time systems. By analyzing these cases, we seek to build the field and highlight essential principles that facilitate and sustain these university-community partnerships.

Sub Unit

• • • SIG-School/University Collaborative Research

Chair

• • • Priscilla M. Little, The Wallace Foundation

Papers

• • • Promoting a District’s Capacity to Use Data to Support the Delivery of Integrated Services: A University-Community Research Partnership in a Community Schools Setting - Manuelito Biag, Stanford University

    • Research for Equity: Research-Practice Partnerships in Family Engagement Research - Kendra Fehrer, John W. Gardner Center

    • Balancing Accountability in a Multilateral Cross-Sector Collaboration: A University-Community Research Partnership in a Promise Neighborhood Setting - Monika Sanchez, Stanford University;Laurel Sipes, Stanford University

    • Fostering Collaboration Within a Professional Learning Network: A University-Community Research Partnership in an Out-of-School Time Setting - Laurel Sipes, Stanford University; Amy RGerstein, Stanford University

Discussant

• • • Cynthia E. Coburn, Northwestern University

49.024 - Overpoliced and Underserved: Voices of Girls of Color and LGBTQ Youth on Discipline and Punishment

Sat, April 18, 10:35am to 12:05pm, Hyatt, West Tower - Gold Level, Hong Kong

Session Type: Symposium

Abstract

This symposium presents research around experiences that girls of color and LGBTQ youth have with school discipline and the criminal justice system. Papers provide research on how girls of color and LGBTQ youth are overpoliced inside and outside of schools. Youth presenters share findings from a campaign led by girls of color around the effects of discipline policies on girls of color and LGBTQ youth in New York; a critical examination of transformative justice interventions of a New York City activist organization of criminalized and formerly incarcerated girls and trans people of color; an analysis of California’s multilayered disciplinary practices that excessively police girls of color; and an examination of how school discipline commits “symbolic violence” against Black girls' identities.

Sub Unit

• • • Committee on Scholars and Advocates for Gender Equity in Education

Chair

• • • Maisha T. Winn, University of Wisconsin - Madison

Papers

• • • Girls of Color Researchers: Race, Gender, Sexuality, and Harsh School Discipline Practices - Kate McDonough, Girls for Gender Equity, Inc.

    • Punishment as Violence: Girls of Color and School Discipline Practices - Connie Wun, University of Illinois at Chicago

    • Black Girls "Talking Back": YouTube Vlogging in Response to Symbolic Violence - Crystal T. Laura, Chicago State University; Robin Phelps-Ward, Ball State University

    • Resisting Transcarceral State Violence: Girls of Color and Trans Youth of Color at the Forefront of Building a Transformative Justice Movement - Lena Carla Palacios, City University of New York

49.038 - Critical Global Citizenship: Education for Global Understanding and Local Justice

Sat, April 18, 10:35am to 12:05pm, Marriott, Fourth Level, Grace

Session Type: Symposium

Abstract

Many schools and classrooms have answered the call for globalization by embracing global citizenship education. Simultaneously, local contexts in our educational systems demand justice. This symposium posits critical global citizenship education as one approach to supporting social justice and meeting global imperatives. This symposium will synthesize diverse research findings from a multi-year critical global citizenship initiative created as a partnership between a public institution of higher education’s school of education and a diverse public high school.

Sub Unit

• • • Division G - Social Context of Education / Division G - Section 5: Social Context of Research on Schools and Communities

Chair

• • • Carol Anne Spreen, New York University

Papers

• • • Global Citizenship Education for Justice or Competition? Public and Private Purposes - Rose Cole, University of Virginia; Chrissie Monaghan, University of Virginia

    • Detracking the Path to Justice: A Collaborative Framework for Global Citizenship Education - Lauren Stark, University of Virginia

    • Creating Agents for Change by Expanding Conceptions of Citizenship - Sahtiya Hosoda Hammell, University of Virginia

    • Facilitating Critical Global Citizenship by Supporting Students as Citizen-Researchers ("In Their Own Words") - Sahtiya Hosoda Hammell, University of Virginia

49.039 - Moving Beyond Tradition: Critical Approaches to Education Policy Analysis

Sat, April 18, 10:35am to 12:05pm, Marriott, Sixth Level, Lincolnshire

Session Type: Symposium

Abstract

Following the lead of scholars like Apple, Ball, Popkewitz, and Scheurich, increasing numbers of educational policy scholars are engaged in critical analyses, employing an expanding range of theoretical and methodological approaches. In light of this growing level of activity, surprisingly little attention has been devoted to clearly articulating what counts as critical policy analysis (CPA), or how such analyses are conducted. The purpose of this session is to explore how different critical theoretical frameworks are being used in educational policy research, through an exploration of qualitative, critical policy analysis exemplars. Each scholar will share an example of qualitative critical policy research, while focusing on making his or her methods and application of theory explicit.

Sub Unit

• • • Division G - Social Context of Education / Division G - Section 4: Social Context of Education Policy, Politics, and Praxis

Chair

• • • Michelle D. Young, University Council for Educational Administration

Papers

• • • Ontario's Fourth R: A Critical Democratic Analysis of Ontario's Fund-"R"aising Policy - Sue Winton, York University; Michelle Milani, York University

    • Argumentative Discourse Analysis as a Tool for Educational Policy Scholars - Bradley W. Carpenter, University of Louisville

    • Whose Educational Policy? The Decline of State Boards and State Departments of Education - Michelle D. Young, University Council for Educational Administration; Amy L. Reynolds, University of Virginia

    • When Parents Behave Badly: A Critical Policy Analysis of Parent Involvement in Schools - Erica Fernández, University of Connecticut; Gerardo R. Lopez, Loyola University New Orleans

    • Engendering Leadership. Deconstructing the Dominant Discourse on Masculinity and Leadership: A Feminist Critical Policy Analysis - Catherine Marshall, University of North Carolina; MarkAndrew Johnson, University of North Carolina - Chapel Hill

    • "Don't Underestimate Youth. We Have Something to Teach Adults": The Politics of Student Voice in School Improvement - Anjale DeVawn Welton, University of Illinois at Urbana-Champaign;Tiffany Octavia Harris, University of Illinois; Karla Altamirano, Urbana High School; Tierra Williams, Urbana High School

Discussant

• • • Sarah Diem, University of Missouri

9.071 - Reinventing a Feminist Freire: Woman of Color Critical Pedagogies of Love

Sat, April 18, 10:35am to 12:05pm, Sheraton, Second Level, Arkansas

Session Type: Symposium

Abstract

This symposium explores the relationship between love and Paulo Freire’s critical praxis. Despite the culture of lovelessness, violence, and dehumanization students and teachers encounter in urban contexts, we draw upon women of color epistemologies and experiences to take on Freire’s (1998) task to teach with “a forged, invented, and well-thought-out capacity to love” (p. 3) within various learning spaces. We build upon education and feminist theories and practices to offer new pedagogical strategies to articulate, understand, and practice liberatory forms of love within school and community settings. We imagine ways love can be used as a tool to work towards spiritual healing and social justice. Ultimately, these presentations highlight the foundation of love within dialogue and justice-oriented practices within schools.

Sub Unit

• • • SIG-Paulo Freire, Critical Pedagogy, and Emancipation

Chair

• • • Sonia Nieto, University of Massachusetts - Amherst

Papers

• • • Teaching and Learning Toward Decolonial Love: Redefining Feminism With Young Women of Color - Jocyl Sacramento, University of California - Berkeley

    • Dangerous Unselfishness: An Agape Framework of Love as a Means to Address Suffering Within Urban Communities and Schools - Tiffani Johnson

    • From Punk Love to Compa (Comrade Love): Building - Sharim Hannegan-Martinez

    • Mothering Pedagogy: A Labor of Love and Liberation - Allyson Tintiangco-Cubales, San Francisco State University

Discussant

• • • Antonia Darder, Loyola Marymount University

52.012 - High School Students as Social Justice Researchers, Connecting Praxis and Theory: A New Generation Emerging

Sat, April 18, 2:45 to 4:15pm, Hyatt, West Tower - Green Level, Crystal B

Session Type: Structured Poster Session

Abstract

This session addresses the conference theme by presenting research by high school students and overview presentations by the university-based researchers working with them focusing on the power of youth voices in examining issues of power and resilience that impact their opportunity to learn. Students will present research posters as well as participate in a panel discussion. Presentations include research scaffolding cultural funds of knowledge to build disciplinary skills and argumentation along with identity development; research focusing on indigenous knowledge systems in a community organization to support science learning and identity building; research scaffolding hip-hop culture and science learning; research using digital media in broad community settings to engage youth in activist research; research-community collaborations engaging youth in activist research.

Sub Unit

• • • AERA Presidential Session

Chair

• • • James G. Buell, Northwestern University

Papers

• • • Examining Power and Resilience Through Culturally Focused Inquiry in the Disciplines - Carol D. Lee, Northwestern University; Makita Kheperu, Betty Shabazz International Charter School; FrankDavis, DuSable Leadership Academy, Betty Shabazz International Charter School; Tamika Robinson, DuSable Leadership Academy, Betty Shabazz International Charter School; Cathy Jo Williams, DuSable Leadership Academy, Betty Shabazz International Charter School; Adria Carrington, DuSable Leadership Academy, Betty Shabazz International Charter School

    • "Turn Down for What?!?": Reclaiming Our Communities and Schools Through Youth Participatory Action Research and Critical Spaces - Jeffrey M.R. Duncan-Andrade, San Francisco State University

    • Restorying Relations to Land in Science Education: Chicago Is Indigenous Land - Megan Bang, University of Washington

    • How the Kids Made Me a Scientist: Mentorship, Science Genius, and Hip-Hop - Christopher Emdin, Teachers College, Columbia University

    • The Digital Exchange Society: The Stories We Tell - Nichole D. Pinkard, DePaul University; Mike Hawkins, DePaul University; Janeen Lee, Digital Youth Network

    • Connecting the Threads and Spreading the Innovation: An Invitation to Allied Researchers and Practitioners - Carol D. Lee, Northwestern University; Megan Bang, University of Washington;Christopher Emdin, Teachers College, Columbia University; Jeffrey M.R. Duncan-Andrade, San Francisco State University; Nichole D. Pinkard, DePaul University

Discussant

• • • Charles M. Payne, University of Chicago

52.040 - Reconsidering Context: An Examination of the Role of Context in Research and Practice in Early Childhood

Sat, April 18, 2:45 to 4:15pm, Marriott, Fourth Level, Belmont

Session Type: Symposium

Abstract

Using Erickson’s (2014) call for a more nuanced understanding of context in the design and execution of educational research, the authors in this session examine the role of context in early childhood education. The five studies engage with context at different levels and perspectives, examining how rich knowledge of local practices can provide important insights into the work of teachers and the learning of children. Together these studies illustrate how context is a powerful tool in research that provides insight into the needs of teachers and children in under-served communities.

Sub Unit

• • • Division G - Social Context of Education / Division G - Section 1: Local Contexts of Teaching and Learning

Chair

• • • Susan B. Neuman, New York University

Papers

• • • Constructing the 4K Child - Bethany Wilinski, Michigan State University; Mary Elizabeth (Beth) Graue, University of Wisconsin - Madison

    • Considering Context and Home–School Relationships in a Head Start Classroom - Kristin Lyn Whyte, University of Wisconsin - Madison

    • "I Had to Make a Choice": Contexts for Emerging Literacy Practices in Early Childhood Classrooms - Katherine Kresin Delaney, University of Michigan - Ann Arbor; Susan B. Neuman, New York University

    • "Shhhh! We Need to Do Our Oral Language": Questioning Best Practices in the Primary Grades - Amy Noelle Parks, Michigan State University

    • Struggling to Overcome the State's Prescription for Practice: An Action Research Study of Early Educators' Professional Development in a High-Stakes Teaching Context - Christopher P.Brown, The University of Texas - Austin; Natalie Babiak Weber, Taylor Independent School District

Discussant

• • • Frederick D. Erickson, University of California - Los Angeles

52.066 - A Call for Critical Education Policy: Examining Injustice and Advancing Justice in Education

Sat, April 18, 2:45 to 4:15pm, Marriott, Third Level, Dupage

Session Type: Symposium

Abstract

The panel’s presentations engage in complex discussions of a range of theoretical groundings and methodologies that examine meaning-making on the ground in the face of policy implementation. Through the study of contentious present-day battles in public education such as school closings, connections between school discipline and criminal institutions, gendered and sexualized limits and prescriptions in discipline and curriculum, racial and religious erasures, and teacher strikes, these papers examine the interactions between policy, context, and local practices. Each presentation on this panel considers carefully how the constellations of the intimate and immediate of the every day, including practices of culture, language, and heritage, enrich the terrains of critical policy analysis towards justice work in education research, theorizing and policy making.

Sub Unit

• • • SIG-Education and Student Development in Cities

Chair

• • • Therese M. Quinn, University of Illinois at Chicago

Papers

• • • Feeling Like a Movement: Visual Cultures of Educational Resistance - Erica R. Meiners, Northeastern Illinois University; Therese M. Quinn, University of Illinois at Chicago

    • Space-Bodies-Discourses of the Everyday: A Weaving Together of the Multisited Working Grounds of Education Policy - Patricia Krueger-Henney, University of Massachusetts at Boston

    • "We're Not Talking About That": Missing Connections Between Antibullying Policies and Harassment of LGBTQQ Youth - Darla Linville, Georgia Regents University

    • "Just" Mentoring: Interrupting the Reproduction of Social and Educational Inequities Affecting Marginalized Youth - Mayida Zaal, Montclair State University

    • "Una lucha de fronteras" in Higher Education - Jennifer Ayala, Saint Peter's College

    • School Closure Policy in New York City and the Dismemberment of Local Democracy - Liza Pappas, The New York City Independent Budget Office

Discussant

• • • Erica R. Meiners, Northeastern Illinois University

52.068 - New Tools, New Voices: Innovations in Understanding and Analyzing Life-Wide Ecologies for Youth Interest-Driven Learning

Sat, April 18, 2:45 to 4:15pm, Sheraton, Ballroom Level, Sheraton V

Session Type: Structured Poster Session

Abstract

The presentations in this interactive poster session represent diverse perspectives on understanding and analyzing the supportive, life-wide ecologies necessary to help youth from a diverse range of backgrounds and ages develop strong interest-based identities and agentic stances toward learning. This session also presents new perspectives and methods for investigation, including engaging youth as research partners and exploring the utility of different ways of collecting and visualizing data and the implications of that for future research in this area.

Sub Unit

• • • SIG-Learning Sciences

Chairs

• • • Kylie A. Peppler, Indiana University - Bloomington

    • Christopher Hoadley, New York University

Papers

• • • 1. Developing Pathways During Adolescence: Intersecting Identities, Interests, and Literacies - June Ahn, University of Maryland - College Park

    • 2. Pathways to Consequential Learning and "Science That Matters" - Daniel Birmingham, Loyola University Chicago; Angela Calabrese Barton, Michigan State University

    • 3. Youth Voices on the Sponsorship of Literacy in an Emerging Participatory Culture in a School Setting - Ashley Cartun, University of Colorado - Boulder; William R. Penuel, University of Colorado - Boulder

    • 4. Google Mapping the "Last Mile": Youths' Spatial Analysis of Interest-Driven Opportunities - Josie Chang-Order, University of Colorado - Boulder; Michael D. Harris, Colorado University - Boulder;Ben R. Kirshner, University of Colorado

    • 5. Mapping the Social Learning Ecology of Support Around Adolescent Youth's Interest-Driven Pursuits - Dixie Ching, New York University; Rafi Santo, Indiana University - Bloomington; ChristopherHoadley, New York University; Kylie A. Peppler, Indiana University - Bloomington

    • 6. How Youths' Experiences of Connected Learning Cluster: Results From a Longitudinal Survey Study - Nathan Dadey, University of Colorado - Boulder

    • 7. Youth Voice in Mentoring - Tene Gray, Digital Youth Network

    • 8. Engaging Youth Ethnographers: A Critical Analysis of the Promise and Challenges of Youth Participatory Research - Michael D. Harris, Colorado University - Boulder; Josie Chang-Order, University of Colorado - Boulder; Ben R. Kirshner, University of Colorado

    • 9. Designing a Community-Based Student Interest–Focused Sustainability Science Curriculum - Sameer Honwad, New York University; Marlena Koper, University of New Hampshire; Eleanor DianeAbrams, University of New Hampshire; Michael J. Middleton, University of Massachusetts - Boston

    • 10. Designing a Pathway to Support Teen Engagement in Writing - Sybil Madison-Boyd, Digital Youth Network; Jennifer Steele, Digital Youth Network

    • 11. Pathways and Network Effect: Understanding Social Ecologies of Connected Learning - Timothy Podkul, SRI International; Denise Sauerteig, SRI International

    • 12. Challenges in Organizing Opportunities for Young People to Become Creative Civic Producers - Adam J. York, University of Colorado - Boulder

Discussant

• • • Kimberley Gomez, University of California - Los Angeles

52.080 - Teacher Research and Identity Work: Making Room for the Voices of Teachers

Sat, April 18, 2:45 to 4:15pm, Marriott, Tenth Level, O'Hare

Session Type: Symposium

Abstract

The four studies in this symposium build on theories of identity as a process of learning. The research highlights four themes (agency, leadership, belonging, and collaboration) that emerged during a six-month qualitative study of teacher research professional learning communities at three schools. Each session includes teachers’ narratives about how research impacted his or her identity beyond the walls of their classrooms. After the presentations and discussant insights, we will engage in conversation based on these questions: Considering the four emerging identity themes presented, what are the next steps to translate teacher research into policy and what are the potential implications of this on classroom practice? What value does teacher research contribute to the broader educational research conversation?

Sub Unit

• • • SIG-Teacher as Researcher