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
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
Chair
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
Thu, April 16, 2:15 to 3:45pm, Marriott, Fifth Level, Kansas City
Session Type: Paper Session
Sub Unit
Chair
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
FRIDAY
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
Chairs
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
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
Chair
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
Fri, April 17, 8:15 to 9:45am, Marriott, Sixth Level, Purdue/Wisconsin
Session Type: Paper Session
Sub Unit
Chair
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
Fri, April 17, 10:35am to 12:05pm, Swissotel, Event Centre Second Level, Vevey 1&2
Session Type: Paper Session
Sub Unit
Chair
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
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
Cosponsor
Chair
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
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
Chair
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
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
Chair
Papers
Discussant
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
Fri, April 17, 2:15 to 3:45pm, Marriott, Sixth Level, Lincolnshire
Session Type: Paper Session
Sub Unit
Chair
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
Fri, April 17, 2:15 to 3:45pm, Swissotel, Event Centre Second Level, Vevey 4
Session Type: Paper Session
Sub Unit
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
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
Chair
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
Fri, April 17, 2:15 to 3:45pm, Marriott, Sixth Level, Indiana/Iowa
Session Type: Paper Session
Sub Unit
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
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
Chair
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
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
Chair
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
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
Chair
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
SATURDAY
Sat, April 18, 8:15 to 9:45am, Marriott, Fifth Level, Los Angeles/Miami
Session Type: Paper Session
Sub Unit
Chair
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
Sat, April 18, 8:15 to 9:45am, Swissotel, Event Centre First Level, Zurich D
Session Type: Paper Session
Sub Unit
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chair
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
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
Chairs
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
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
Chair
Papers
Collaboration and Teacher Research: A Closer Look at Discourse in a Professional Learning Community - Joy Myers, University of North Carolina - Greensboro; Helen Miller, Southeast Middle School; Andrea Stewart, Southeast Middle School
Inquiry and Agency: How Teacher Research Shaped the Agentive Practices of Teachers - Amy Vetter, University of North Carolina - Greensboro; Kim Burke, Eastern Randolph High School
Teacher Research Group as Powerful Discursive Space for Teacher Identity and Belonging - Beverly S. Faircloth, University of North Carolina - Greensboro
Engaging Students in Teaching and Learning Discourses as a Result of Teacher Research - Claire Lambert, University of North Carolina - Greensboro; Jill McClanahan
Discussant
Sat, April 18, 2:45 to 4:15pm, Sheraton, Lobby Level, Columbus AB
Session Type: Symposium
Abstract
This panel looks at the crucial, emerging intersection of multiliteracies and connected learning as they affect historically marginalized youth. Recognizing the limitations of these two bodies of research, this interactive discussion looks at how multiliteracies, nearly two decades after the New London Group’s 1996 treatise, is reflecting the recent explorations of youth learning and production in the participatory culture of the 21st century. Through sharing four case studies and comments from renowned literacies scholars as both the session’s chair and discussant, this presentation offers a needed conversation about how the “social futures” of multiliteracies and connected learning are addressed today.
Sub Unit
Chair
Papers
Innovations in "Connected" Writing: Digital Media Production and Critical Civic Learning in a School and Community Youth Literacy Initiative - Nicole Mirra, University of California - Los Angeles
Dungeons, Dragons, and Developing Literacies: The Sociocultural Literacies of Tabletop Role-Playing Games - Antero Garcia, Colorado State University
Critical Computational Literacy: Coalescing Storytelling, Design, and App Development - Clifford H. Lee, Saint Mary's College of California; Elisabeth M. Soep, Youth Radio
Becoming Designers of Social Futures: Youth Research, Production, and Civic Engagement in Urban Classrooms - Danielle Filipiak, Teachers College, Columbia University
Discussant
Sat, April 18, 2:45 to 4:15pm, Hyatt, West Tower - Silver Level, Horner
Abstract
We explore how the language and literacy practices in one urban community mediate the social justice work being accomplished in a community-wide transformation initiative. Drawing on ethnographic data from a long term participatory action research study of this community’s effort to transform a local urban “corner store” into a community cornerstone, this paper focuses on how participants use language and literacy to accomplish their goals. Our findings indicate that in order for social justice work to be possible, multiple developmental trajectories and transformational pathways need to be encouraged and recognized across contexts. Furthermore, we found that literacies traveled through and across these pathways as community members “read” and “write” their world.
Authors
SUNDAY
Sun, April 19, 8:15 to 9:45am, Sheraton, Ballroom Level, Sheraton V
Session Type: Structured Poster Session
Abstract
We argue for the need to decenter dominant discourses and reimagine privileged spaces in STEM education. We draw from a variety of approaches that consider human action and development within social, cultural, and historical contexts, including: cultural-historical activity theory, theories of situated learning, ethnomethodology, participatory action research, Critical Race Theory, and feminist theories. Our work privileges and supports the ways community members are working to disrupt standardized and hegemonic practices and creates new possibilities for how STEM education can be organized. We hope to further the conversation about how research can be brought to bear on STEM education and how this work can and should support equity and justice in the field.
Sub Unit
Chair
Papers
1. I Come Because I Make Toys: Unpacking Refugee Youths' Critical Science Agency in a Community-Based After-School Science Club - Edna Tan, University of North Carolina at Greensboro
2. Contested Legitimacy: Filiation Work in the Sorting Out of Engineering Students - Kevin O'Connor, University of Colorado - Boulder; Frederick Peck, University of Colorado - Boulder; Julie Cafarella, University of Colorado - Boulder
3. "Looking Through the Kids' Perspectives Made Me Change": Teacher Learning From Youth Narratives - Daniel Birmingham, Loyola University Chicago
4. Nondominant Students' Struggle for Legitimate Participation in a Laptop Classroom - Nicholas C. Wilson, Stanford University
5. Belonging, Staying, Making It Better: Students Create Space for Their Conceptualization of Community - Ashley Seidel Potvin, University of Colorado - Boulder; Rebecca G Kaplan, University of Colorado - Boulder
6. How Does the College of Engineering Make Student Accounts Consequential? - Julie Cafarella, University of Colorado - Boulder
7. Acknowledging Counternarratives and Diverse Visions of Communities as Beehives, Family Quilts, and Rubik's Cubes in Educational Engineering - Cecilia Angelica Valenzuela, University of Colorado - Boulder
8. Defining Gender in Engineering: Redefining Nondominant Discourses of Women in Engineering - Joanna R. Weidler-Lewis, University of Colorado - Boulder
Discussant
Sun, April 19, 8:15 to 9:45am, Marriott, Third Level, Cook
Session Type: Symposium
Abstract
This symposium examines university teacher educators and elementary school teachers collaborated to design, develop and implement co-constructed and site specific professional development programs. These two efforts—situated across urban school communities in NY and Los Angeles—are programmatic efforts designed to improve teaching, learning, and student outcomes in language arts and mathematics. Grounded within socio-cultural learning theories and three years of data, this session examines how seven urban elementary schools and their university partners operationalized a call to empower in-service teachers through co-constructed professional development. The symposium panel includes university professors and elementary school teachers, coaches, and principals. This work will greatly inform researchers and educators engaged in professional development, teacher education, inquiry-based and cooperative learning, and urban educational reform.
Sub Unit
Chair
Papers
Praxis Revisited: Creating Spaces for Urban Teachers and Teacher Educators to Co-Construct Professional Development - Anthony Collatos, Pepperdine University; Spring Cooke, Pepperdine University; Emelda Bell, LAUSD; Angelica Gomez, Los Angeles Unified School District; Arlene Peta, Los Angeles Unified School District; Liliana Repreza, Los Angeles Unified School District
Site Leaders as Critical Components of Teacher Professional Development - Jodi Council, University of Phoenix; Antonio Amparan, Los Angeles Unified School District; Cora Watkins, Los Angeles Unified School District
Reading East Harlem: Co-Constructing Literacy Professional Development - Jenny Tuten, Hunter College - CUNY; Jamie Margolies, P.S. 146 Anna M. Short School; Danette Suarez, P.S. 146 Anna M. Short School
Discussant
Copyright© 2015 All Academic, Inc.
Sun, April 19, 8:15 to 9:45am, Marriott, Third Level, Kane/McHenry
Session Type: Symposium
Abstract
Although stated goals for 21st century teaching and learning have become commonplace around the world, students rarely have access to learning opportunities that help them build these skills. This symposium describes a professional learning program called 21CLD that uses specific definitions and rubrics to help teachers analyze and deepen the learning opportunities their assignments offer students. The symposium describes innovative aspects of program design, with an emphasis on how this global, research-based method was adapted in order to further local aims and provide maximum value within 3 diverse country and school contexts, in secondary and post-secondary settings. Presenters will represent researcher or school teams from Singapore, Brunei, and Singapore.
Sub Unit
Chair
Papers
21st Century Learning Design (21CLD) - Ann House, SRI International; Linda F. Shear, SRI International; Gucci Estrella-Trinidad, SRI International; Deepa Patel
Critical School Factors for Successful 21st Century Learning Design (21CLD) Implementation for the Development of 21st-Century Competencies in Singapore - Peishi Goh, Crescent Girls' School - Singapore, Subject Head; Chen Kee Tan, Crescent Girls' School; Richard Koh, Crescent Girls' School; Siew Yee Lim, Crescent Girls' School
Teacher Action Research to Develop 21st-Century Teaching Practices and Learning Outcomes in Brunei - Keith Wood, Universiti Brunei Darussalam; Saratha Sithamparam, Universiti Brunei Darussalam; ROSMAWIJAH JAWAWI, Universiti Brunei Darussalam; MASITAH SHAHRILL, Universiti Brunei Darussalam; Jainatul Halida Jaidin, Universiti Brunei Darussalam; Quintus Perera, Universiti Brunei Darussalam; Sallimah Salleh, Universiti Brunei Darussalam
A 21st Century Learning Design (21CLD)–Supported Transformation Process in an Australian University Context - Hanna Teras, Curtin University; Tania Broadley, Curtin University; Ann House, SRI International
Discussant
Sun, April 19, 8:15 to 10:15am, Swissotel, Event Centre First Level, Zurich F
Session Type: Symposium
Abstract
During the 1960’s Ethnic Studies and the Asian American movement was a fierce and defining historical moment that raised the socio-political consciousness and educational activism in the U.S. This session highlights Ethnic Studies, a critical and transformative framework that supports research and advocacy for educational justice across P-20 educational pipelines and community-based programs. This symposium highlights the work of five multicultural education scholars and will illuminate the importance of building a critical and engaged scholarly community to empower and sustain Asian Americans and Pacific Islanders (AAPI) populations and other communities of color.
Sub Unit
Chair
Papers
Raising the Next Generation of Asian American Children and Families - Judy W. Yu, REACH
Where do Transnational Japanese Communities and Families Belong in Twenty-First Century Asian America? Questions, Unspoken Barriers, and New Directions for Ethnic Studies - RachelEndo, Hamline University
Community, Love, and Culture as Pedagogical Tools for Black Students in Public Education - Venice Thandi Sule, Oakland University
Ethnic Studies Make an Impact? Prove It - Nolan L. Cabrera, The University of Arizona
"Khmerican" and Lao American Youths' Contested Ethnic Identities: Perspectives That Move Teachers Beyond Race - Phitsamay Sychitkokhong Uy, University of Massachusetts Lowell
Discussant
Sun, April 19, 10:35am to 12:05pm, Hyatt, West Tower - Gold Level, New Orleans
Session Type: Symposium
Abstract
This symposium features four papers that explore a variety of ways in which young people utilize comics and/or manga to engage in critical inquiry, to perform and enact multicultural literate identities, and to invoke community ways of knowing. Our four papers collectively highlight the educational and communicative affordances of the comics medium by locating its potential not within skills-based approaches to literacy acquisition but within socially-situated topics pertaining to culture, diversity, and critique.
Sub Unit
Chair
Papers
Children Reading and Authoring Comics to Critically Inquire Into Gender - David Eric Low, University of Pennsylvania
Pokémon Creations: Investigating the Intersection of Identity, Social Practice, and Critical Literacy in Youths' Engagements With Manga-Inspired Trading Card Games - Rob Simon, University of Toronto
Indigeneity and the Graphic Novel: Native American Students Respond to Louise Erdrich's "The Shawl" - Christopher William Johnson, University of Minnesota - Duluth
The Form and Function of an After-School Comics Club - Stergios Botzakis, The University of Tennessee - Knoxville
Discussant
61.052 - Reengineering Teachers' Identities: Can We Resist, Appropriate, or Reverse the "New Professionalism"?
Sun, April 19, 10:35am to 12:05pm, Marriott, Tenth Level, Water Tower
Session Type: Symposium
Abstract
Neoliberal reforms of public education do more than shape policy and curriculum; they also influence educators’ understanding of themselves as professionals, driving at the very core of what it means to be a teacher (Ball, 2001; Poole, 2008). This symposium explores current scholarship on the “new professionalism” that is emerging out of current reforms (Exworthy & Halford,1999), and provides studies of how it is manifested in university-based certification programs both through “fast track,” online programs and hybrid programs in which alternative certification (Teach for America, Teaching Fellows) programs partner with university-based programs. Characteristic of this new teacher will be discussed.
Sub Unit
Chair
Papers
A Framework for Studying Educator Resistance and Advocacy in the Context of New Professionalism - Gary L. Anderson, New York University; Michael Ian Cohen, Denver Public Schools
Cultivating Disruptive Subjectivities: Interrupting the New Professionalism - Kathryn G. Herr, Montclair State University
Hybridizing Teacher Education: When University-Based Teacher Education and Alternative Pathways Collide - Angus Shiva Mungal, The University of Texas - El Paso
DiscussantsRon Woo, New York University,
Sun, April 19, 10:35am to 12:05pm, Sheraton, Second Level, Superior B
Session Type: Paper Session
Sub Unit
Chair
Papers
Assessing Student Achievement in Professional Development Classrooms: Inviting Contributions to Cumulative Meta-Analysis - William L. Curlette, Georgia State University; Robert Hendrick, Georgia State University; Susan L. Ogletree, Georgia State University; Gwendolyn T. Benson, Georgia State University; Harley Gordon Granville, Georgia State University
Assessing and Comparing Professional Development School Teacher Candidate Classroom Teaching Performances - Linda A. Catelli, Dowling College; Joan T. Carlino, Belmont Elementary;GinaMarie Petraglia, Belmont Elementary PDS/NBSD; Judith Marino, North Babylon School District; Valerie F. Jackson, North Babylon School District, New York
Assessing the Use of a Validated Framework for Observing and Reflecting on Mathematical Teaching and Learning in a Professional Development School - Andrea H Weiss, Flint Hill School;Jennifer M. Suh, George Mason University; Lesley King, George Mason University; Melissa Gallagher, George Mason University; Dori L. Hargrove, Fairfax County Public Schools
Professional Development Schools Enhancing Literacy: Building a Bridge to Complex Text and Engaging Every Student - David A. Walker, Northern Illinois University; Portia Marion Downey, Northern Illinois University
Rethinking Partnerships in an Urban Professional Development School - Timothy Edward Mahoney, Millersville University of Pennsylvania
Sun, April 19, 10:35am to 12:05pm, Swissotel, Event Centre First Level, Zurich F
Session Type: Symposium
Abstract
Participatory arts-based methodologies can offer ways to democratize research. However, despite expectations for researchers to position themselves in this work, there remains uncertainty about how to go about doing this. This panel interrogates what it means to position yourself within participatory arts-based research. Framed by the question, “Who are we here?” the panel brings together Canadian doctoral students using participatory forms of photography, video and art-making in sub-Saharan African and online contexts. Exploring critical moments of positionality throughout the research process, we work ‘towards justice’ by taking up questions that blur the boundaries of insider and outsider positions in relation to culture, language and heritage as well as race, gender, class and age in our various research contexts.
Sub Unit
Cosponsor
Chair
Papers
Leading a Collective: The Role of Participant Guidance in the Co-Construction of Researcher Positionality - Laurel Marie Hart, Concordia University
Positionality, Expectations, and "Moments of Surprise" in a Photovoice Project in Malawi - Barbara Hunting
White Woman di Tok Pidgin?! Troubling Positionality, Participation, and the Politics of Language in Cameroon - Jennifer A. Thompson, McGill University
Graying Subjectivity: Positionality as Between Here and There - April R. Mandrona, McGill University
Participant-Produced Visual Media and Researcher Positionality in Research Incorporating Participatory Visual Methodologies - Katie MacEntee, McGill University
Discussant
Sun, April 19, 12:25 to 1:55pm, Marriott, Tenth Level, Water Tower
Session Type: Symposium
Abstract
This session shares findings from a new participatory action research project on edTPA, a performance assessment exam now required for teacher certification in New York State. Faculty from public and private teacher education programs across the state collaborated to develop and implement an alternative scoring tool and protocol. Panelists report findings from the study, emphasizing the policy and social justice implications for the future of edTPA and other performance assessments.
Sub Unit
Chairs
Papers
Investigating the Authenticity of the edTPA - Deborah Greenblatt, City University of New York
Communicating Effectiveness: A Critical Examination of the edTPA Process and Feedback - Kate E. O'Hara, New York Institute of Technology
edTPA and The New Taylorism - Laura Janet Kaplan, City University of New York
Accountable to Whom? Normalizing Culturally Sustaining Assessment - Julie Gorlewski, SUNY - College at New Paltz
Bugs, Blips, and Work-Arounds: Using Collaborative Technologies in Consortium Research - Kiersten Greene, SUNY - College at New Paltz
Discussant
Sun, April 19, 12:25 to 1:55pm, Sheraton, Second Level, Arkansas
Session Type: Symposium
Abstract
The papers in this symposium bring together researchers working in museums, out-of-school time, tinkering spaces, and teacher preparation programs to respond to the following questions: What role does pedagogy play in shaping learning for youth and mentors in informal environments? How do we prepare educators, facilitators, or mentors to work in informal environments? In this session, we turn our attention to the under-theorized area of pedagogy in informal learning settings. This symposium explores ways these environments benefit from explicit pedagogical structures and the diversity of ways to prepare educators (ranging from high school students, undergraduates, pre-service teachers, museum interpreters) to engage with youth.
Sub Unit
Chair
Papers
Designing a Tool to Support Zoo Interpreters' Pedagogy and Professional Development - Brian Slattery, University of Illinois at Chicago
Making Tinkering Pedagogy Explicit: Toward the Development of Young Adult Facilitators - Meg Escudé, Exploratorium; Shirin Vossoughi, Northwestern University
Mapping Sociomaterial Artifacts Across Contexts: Affordances of Science Notebooks for Pedagogical Design in Informal Learning Environments - Deana Scipio, University of Washington; FanKong, Exploratorium; Elaine Renee Klein, University of Washington - Seattle; Andrew W. Shouse, University of Washington
Learning to Teach Science After School - April L. Luehmann, University of Rochester
Designing for Collective Transformation: Layered Intergenerational Learning - Elizabeth Mendoza, University of Colorado - Denver; Kris D. Gutiérrez, University of California - Berkeley
Discussant
Sun, April 19, 12:25 to 1:55pm, Swissotel, Event Centre Second Level, St. Gallen 3
Session Type: Symposium
Abstract
The purpose of this panel is to present new approaches to photo elicitation in ethnographic education research. While understanding previous approaches to critical and post-critical research, this panel aims to work through successes and challenges in work that uses photo in method. These researchers use photographs as reflective data for participants and researchers to analyze and interpret. Each of us has used photo to stimulate deeper and more meaningful discussions with our participants, expanding the use of photo to new participants to broaden their perspectives, and providing powerful new narratives. In the continuing effort to fully represent our participants and uncover new understandings in ethnographic work, these researchers trouble accepted notions of division between data and interpretation, participant and researcher.
Sub Unit
Chair
Papers
Examining the Quality of Life for Young Adults With Intellectual Disability: Using Photo-Essays to Enhance the Voice of Individuals - Kharon Denise Grimmet, Purdue University
Photo-Based Methods: An Opportunity for Cross-Cultural Research - Cassie Fay Quigley, Clemson University
Photovoice as a Tool for Educating for Sustainability in the Anthropocene - Deborah J. Tippins, University of Georgia
Getting Past Color-Blind: Using Photo-Elicitation to Help Teachers See and Talk About Race - Michael L. Boucher, Florida Gulf Coast University
Sun, April 19, 2:15 to 3:45pm, Marriott, Sixth Level, Great America
Session Type: Symposium
Abstract
This session considers communications and interactions of youth and families as they leverage and utilize digital resources in transglobal encounters and connections. Drawing on sociocultural and sociolinguistic frames and themes, we explore translanguaging, transliteracies, translingual practice, and complex repertoires in collaborative meaning-making, and in constructing and sustaining human relationships through situated communications across space and time. We discuss ways of conceptualizing, researching and understanding translanguaging- and trans-literacying-in-practice across global divides (e.g., geographic, linguistic, cultural, generational) via technology, identifying theoretical and methodological approaches to better understand the lived communicative transnational practices of youth and families, and to explore their affordances for education and schooling.
Sub Unit
Chair
Papers
Multilingual Practices in Transnational Digital Contexts - Wan Shun Eva Lam, Northwestern University; P. Zitlali Morales, University of Illinois at Chicago
The Emergence of Transnational Literacy and Language Practices in Immigrant Families - Catherine F. Compton-Lilly, University of Wisconsin - Madison
Transnational Flows of Digital Media as a Resource for Language Maintenance - Silvia C Nogueron-Liu, University of Georgia
Languaging Across Borders: Semiotic Affordances and Meaning-Making in Transnational Digital Communications Among Youth - Margaret R. Hawkins, University of Wisconsin - Madison
Discussant
Sun, April 19, 2:15 to 3:45pm, Marriott, Fourth Level, Armitage
Session Type: Paper Session
Sub Unit
Chair
Papers
Digital Dilemmas in Dilemmatic Space(s): Analysis of a Digitalized Society - Göran Fransson, University of Gävle
Technology and Increased Self-Efficacy: Online Learning as a Solution for At-Risk Students - Somer Lewis, University of North Carolina - Wilmington; Amy E. Garrett Dikkers, University of North Carolina - Wilmington; Aimee Whiteside, University of Tampa
The Impact of Interactive, Video-Based Professional Development on the Use of Chat in Online Courses - Corinne Hyde, University of Southern California; Kimberly A. Ferrario, University of Southern California
To Teach Is to Learn Twice: Embedded Online Peer Mentoring Support in a First-Year Education Course - Norman Davis Vaughan, Mount Royal University
Virtual Learning in New Zealand: Examples of Networked Schools - Michael Kristopher Barbour, Sacred Heart University; Derek Wenmoth, Core Education Ltd; Niki Davis, University of Canterbury
Discussant
Sun, April 19, 4:05 to 6:05pm, Swissotel, Lucerne Level, Alpine II
Session Type: Paper Session
Sub Unit
Chair
Papers
Democratic Education in the Era of New Media: A Case Study of Urban Youth Radio - Ching-Fu Lan, Teachers College, Columbia University
Does School Experience Matter for Students' Growth in Civic Engagement? - Eun Hye Ham, Korean Educational Development Institute; Sunhee Paik, Korean Educational Development Institute
Effective Civics Education Pedagogy and Programs: A Systematic Review - Elena Maker, Brown University; Alison Klebanoff Cohen, University of California - Berkeley; Jason C. Fitzgerald, Wagner College; Alexander Pope, Salisbury University
Examining the Relationship Between Immigrant Students' Feelings of Belonging and Political Socialization in America and Canada - Kristina Brezicha, The Pennsylvania State University
Fostering Civic Engagement in the Elementary Grades in an Era of Accountability - Dana L. Mitra, The Pennsylvania State University; Stephanie C. Serriere, The Pennsylvania State University
The Role of Pedagogical Space in Nurturing Future Civic Engagement: An Examination of Three Schools - Rick A. Breault, Missouri State University; Donna A. Breault, Missouri State University
Using Youth Participatory Action Research to Close the Civic Engagement Gap - Van Lac, University of Wisconsin - Madison
Discussant
MONDAY
Mon, April 20, 8:15 to 9:45am, Marriott, Sixth Level, Lincolnshire
Session Type: Symposium
Abstract
Multimodal analysis is an approach to discourse analysis in literacy studies that uncovers the complexity of relations among material, social, and cultural aspects of situated activity across local contexts and global scapes. Multimodality shapes our everyday encounters with physical artifacts that convey meanings, identity expectations, and power relations through images, sounds, gestures, animation, and so on. Advances in research methodologies offer exciting new ways of representing and analyzing multimodality, yet present challenges (e.g., disseminating research through primarily print journals, sharing life-like data). Five papers by literacy scholars with extensive multimodal research explore possibilities and challenges of analysis and representation and present new technologies for examining multimodality. An interactive discussion follows, facilitated by the discussant.
Sub Unit
Chair
Papers
Methods for Representing Multimodal Analyses for Research Audiences: Challenges and Opportunities - Deborah Rowe, Vanderbilt University
Multimodal Timescape: A Tool to Analyze and Visually Represent Students' Multimodal Composition Processes - Bridget Dalton, University of Colorado - Boulder; Blaine Elizabeth Smith, University of Miami
"Be Where Your Hands Are": From Visual Information to Haptic Interactivity - Jennifer Rowsell, Brock University
Analyzing Modal Assemblage and Collaborative Production in Children's Play and Making - Karen E. Wohlwend, Indiana University - Bloomington
Using Collaborative Multimodal Analysis in Dramatic Inquiry Pedagogy to Make Research Agentic, Dialogic, and Inclusive - Brian W. Edmiston, The Ohio State University - Columbus; KathleenFarrand, The Ohio State University - Columbus
Discussant
Mon, April 20, 8:15 to 10:15am, Marriott, Fifth Level, Los Angeles/Miami
Session Type: Symposium
Abstract
International teacher education pedagogies are presented. Each researcher explores the nature of a chosen pedagogical success in context and imagines the portability of the pedagogy internationally. Seven exemplars are featured in three categories: 1) selection pedagogies (South Korea, England); 2) reflection pedagogies (U.S., Israel, U.S.); and narrative pedagogies (Japan, Canada). Each exemplar describes the national backdrop and research base, provides evidence of its success, and includes what others need to know to introduce it in their particular educational milieus. Because of its evidence-based nature, the cumulative work fills a gaping hole in the teacher education literature. A platform is created for future teacher education discussions to take place.
Sub Unit
Chair
Papers
Pedagogies of Teacher Selection: A South Korean Case - JeongAe You, Chung-Ang University
Pedagogies of Teacher Preparation: Case of Mathematics Enhancement Courses in England - John Clarke, University of East London; Jean M.F. Murray, University of East London
Dialogical Professional Development Schools in Israel - Arie Kizel, University of Haifa; Arie Kizel, University of Haifa
Self-Study of Teacher Education Practices as a Pedagogy for Teacher Educator Professional Development - Mary Lynn Hamilton, The University of Kansas; Stefinee E. Pinnegar, Brigham Young University
Literacy Narratives for 21st-Century Curriculum Making: The Three Rs to Excavate Diverse Issues in Education - Darlene Ciuffetelli-Parker, Brock University
Narrative Teacher Education Pedagogies From Across the Pacific - Edward R. Howe, Thompson Rivers University; Mashahiro Arimoto, Tohoku U
Discussant
Mon, April 20, 8:15 to 10:15am, Swissotel, Lucerne Level, Alpine II
Session Type: Paper Session
Sub Unit
Chair
Papers
A New Scale for Measuring Student Sense of Belonging in School - Joe McIntyre, Harvard University
Student Voice: A Catalyst for Changing School Culture - Brad Talley, Norman Public Schools; Kathrine J. Gutierrez, University of Oklahoma
The Effect of School Climate on Students' Well-Being, Resilience, and Moral Identity - Helen Mary Riekie, Cardijn College; Jill M. Aldridge, Curtin University
The Relationship of Middle School Climate and Academic Performance - Adam Voight, Cleveland State University; Thomas Hanson, WestEd
Scholarship Students: Squeezing Through the Glass Ceiling of an Affluent Private School - Barbara J Sherman, North Shore Country Day School
Cultivating School Success of Children in City Schools Through a Trauma-Informed Framework of Educational Resiliency - Peter C. Murrell, Loyola University Maryland
Discussant
Mon, April 20, 12:25 to 1:55pm, Swissotel, Event Centre First Level, Zurich F
Session Type: Paper Session
Sub Unit
Chair
Papers
Institutional Logics as Resource: University Advocacy for Undocumented Immigrant Students - Cassie L. Barnhardt, The University of Iowa; Kimberly Ann Reyes, University of Michigan - Ann Arbor;Angela Vidal-Rodriguez, Northeastern Illinois University
Integrating Equity-Focused Change Efforts in Higher Education - Keith Witham, Temple University; Cheryl Dy Ching, University of Southern California; Alicia C. Dowd, University of Southern California
Leadership for Transformative Change: Lessons From Technology-Based Reform in Broad-Access Colleges - Serena Klempin, Teachers College, Columbia University; Melinda Mechur Karp, Columbia University; Hoori Santikian Kalamkarian, Community College Research Center; Jeffrey Fletcher, Teachers College, Columbia University
Responding to Hate on Campus: Examining Administrative Leadership of Bias Response Teams - Ryan Miller, The University of Texas - Austin; Tonia Guida, The University of Texas - Austin; StellaL. Smith, The University of Texas - Austin; Sarah Kiersten Ferguson, Southern Methodist University; Elizabeth Medina, The University of Texas - Austin
Discussant
Mon, April 20, 12:25 to 1:55pm, Marriott, Third Level, Kane/McHenry
Session Type: Paper Session
Sub Unit
Chair
Papers
Case Study of a Secondary Science Teacher Incorporating Disciplinary Writing - Naomi M. Watkins, University of La Verne; Nancy T. Walker, University of La Verne
Learning to Teach Middle-Grades Reading: "I Think It Depends" - Katie Wester-Neal, University of Georgia
Mathematics Teachers' Motivation to Seek and Engage in Professional Learning - Aina K. Appova, The Ohio State University
Toward (De)marginalization of Preservice Teachers With Reading Disabilities: A Multimodal Approach - Julia Hagge, University of South Florida; Margaret Billings Krause, University of South Florida
Using Critical Experiences to Understand the Development of Science Teacher Educators' Pedagogical Knowledge: The Early-Mid- and Mid-Career Stages - Rebecca Cooper, Monash University
Discussant