SIGs Links
Practice -Based Research
Each year at AERA both our members and our SIG leaders are drawn to other similar and overlapping SIGs. We want to start exploring the possible links that might exist between our work in these different areas. So we will start by listing the SIGs and their officers. Then in 2015 we will explore what sorts of sessions we might share in common. For example we could have all of our poster or roundtables in the same room. Or we could co-sponsor a section that might involve local practitioners to the conference site who are engaged in action research or practice-based research. We are thinking of a common Facebook Group.
So here are the the 40 SIGs that might fit under the tent of practice-based research and links to their sites. Action Research is of course larger than teacher research as one can do action research in any organization. We have group the SIGs into three categories:
Practitioner Research SIGS (15)- The description suggests that practitioner research is an important part of the community
Compatible Theory and Practice SIGS (9) (These theories and idea support and extend practitioner research
Method, Tools and Focus SIGS (16) (These communities either provide method, tools or a specific focus to practitioner research
In many of these SIGs practitioner research is only a part of process but we tried to be inclusive.
40 SIGS where you might find Action Research Studies
Practitioner Research SIGS (15 SIGs)
Workplace Learning (SIG #136)
Teacher as Researcher (SIG #126)
Lives of Teachers (SIG #62)
Purpose:
Contact:
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Purpose:
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To support classroom inquiry research and participation in AERA by PK-12 practitioners.
Megan Blumenreich, City College of New York - CUNY, New York, NY, mblumenreich@ccny.cuny.edu
$10.00 (1 yr); students $5.00 (1 yr)
Dedicated to articulating, studying, and applying research relating to adult learning processes within the context of work.
Michelle Elizabeth Bartlett, University of Louisville, Cary, NC,meb439@gmail.com
$5.00 (1 yr)
Purpose:
Contact:
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To promote the interchange of ideas and scholarly activities focused on inquiry into the lives of teachers. Teachers shall be defined as those working with students in classroom and tutorial settings, from pre-school through university. Research shall be viewed as inclusive of methods appropriate to the question of study and topics such as teacher narrative, biography, research on teacher development, including career trajectories, teacher characteristics, beliefs, and attitudes, and teaching as a profession; accounts of teachers lives in different times and in different countries; and portrayal of teachers in written literature, film and television.
Maria J. Oreshkina, University of Scranton, Wilkes Barre, PA, oreshkinam2@scranton.edu
$10.00 (1 yr); students $5.00 (1 yr)
Self-Study of Teacher Education Practices (SIG #109)
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To inform and rethink teacher education by studying practice-varied educational settings and methodologies.
Anastasia P. Samaras, George Mason University, Annapolis, MD,asamaras@gmu.edu
$10.00 (1 yr)
Educational Change (SIG #155)
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This SIG adopts an interdisciplinary and international approach to understanding many aspects of educational change, including large-scale reform, school-initiated change, school improvement, and classroom-level change.
Dennis Lynn Shirley, Boston College, Chestnut Hill, MA,shirleyd@bc.edu
$7.00 (1 yr)
Education and Student Development in Cities (SIG #34)
Purpose:
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To bring together practitioners, community members, and researchers interested in innovative research and practice as they pertain to the life circumstances of children and youth in our cities.
Hannah Sasser Dockrill, Purdue University, W.Lafayette, IN, hsasser@purdue.edu
$5.00 (1 yr)
Grassroots Community & Youth Organizing for Education Reform (SIG #172)
Purpose: To advance research on community and youth organizing, particularly in low income communities and
communities of color. We will work to build a research community that engages with practitioners in
organizing groups, educational institutions and policy-making circles. We seek to foster research that
examines the ways in which organizing efforts affect school improvement and educational equity, youth
development, community/democratic revitalization and social justice.
Contact: Ben R. Kirshner, University of Colorado, Boulder, CO,ben.kirshner@colorado.edu; Shelley Zion, University of
Colorado - Denver, Denver, CO, shelley.zion@ucdenver.edu
Dues: $15.00 (1 yr); students $5.00 (1 yr)
Website: Grassroots Community & Youth Organizing for Education Reform
Professional Development School Research (SIG #79)
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To provide a forum for university and school professionals to discuss approaches for forming PDSs, methods for assessing outcomes, and strategies for conducting systematic change research.
Rebecca West Burns, University of South Florida, Tampa, FL,rebeccaburns@usf.edu
$10.00 (1 yr); students $5.00 (1 yr)
School/University Collaborative Research (SIG #107)
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To share research undertaken collaboratively by school and university educators, programs and practices supporting it, as well as challenges and dilemmas of the work.
Robert Martin Reardon, East Carolina University, Greenville, NC,reardonr@ecu.edu
$10.00 (1 yr); students $5.00 (1 yr)
Compatible Theory and Practice SIGS (9 SIGs)
Paulo Freire, Critical Pedagogy, and Emancipation (SIG #159)
Purpose:
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To honor Freire’s legacy by promoting scholarship that applies, extends, critiques, and reinvents Freirean pedagogy. Also, to promote historical scholarship that looks at the life of Paulo Freire and the context of his ideas and practices. Finally, to act as a catalyst for the creation of new forms of critical pedagogies that build upon the foundation that Freire established.
Venus E. Evans-Winters, Illinois State University, Peoria, IL,vevansw@ilstu.edu; Richard V. Kahn, Ph.D., Antioch University Los Angeles, Tarzana, CA, rvkahn@gmail.com
$10.00 (1 yr)
Methods, Tools, Focus (16 SIGs)
Classroom Assessment (SIG #18)
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The purposes of the SIG are to promote student learning through improved classroom assessment practices; to assist teachers in improving their classroom assessment practices and understand why it is essential to do so. To achieve these purposes, the SIG includes among its goals the promotion of quality research into classroom assessment practices, using all legitimate research approaches and methods, and the active collaboration with other SIGs and AERA divisions who share an interest in promoting research into classroom assessment.
Lisa M. Abrams, Virginia Commonwealth University, Richmond, VA,lmabrams@vcu.edu
$5.00 (1 yr)
Mixed Methods Research (SIG #158)
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To support, encourage, and increase dialogue and idea exchange among educational researchers utilizing mixed methods and those interested in integrating qualitative and quantitative research approaches.
Thomas W. Christ, University of Bridgeport, Bridgeport, CT,tchrist@bridgeport.edu
$5.00 (1 yr)
Service-Learning & Experiential Education (SIG #41)
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Service-Learning and Experiential Education is dedicated to bringing together both researchers and practitioners to build and promote understanding of service-learning and experiential education for the betterment of the field and the reform of K-16 education.
Kathleen Tice, The University of Texas - Arlington, Fort Worth, TX, ktice@exchange.uta.edu
$8.00 (1 yr); students $5.00 (1 yr)
Social Studies Research (SIG #89)
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To initiate, exchange, and advance research relevant to social studies education found in P-12 schools and classrooms with students, teachers, and administrators; teacher education programs with teacher candidates, practicing teachers, school administrators, and teacher educators; and in relationship to active citizenship in families, communities, society, and policymakers.
Stephanie C. Serriere, The Pennsylvania State University, University Park, PA, PA,scs22@psu.edu
$10.00 (1 yr)