Lakeridge Elementary School
Apr 14 2017

University of Washington College of Education faculty and students will present their ongoing research to advance teaching quality, early learning, STEM education and more during the American Educational Research Association's annual meeting April 27 - May 1 in San Antonio. The theme of this year's AERA meeting is "Knowledge to Action: Achieving the Promise of Equal Educational Opportunity."

To see abstracts from all UW College of Education researchers presenting at AERA, search the online conference program for “University of Washington.” Schedule is subject to change and sessions are Central time.

Featured sessions highlighting UW research include:

Facilitating Making Activities for Low-Income and Immigrant Youth: Critical Strategies From Undergraduate STEM Majors

Drawing on three years of data collected during the STUDIO: Build Our World Program, an after-school program for low-income middle school students, UW researchers will share insights from STEM undergraduates who serve as mentors. These insights includes several themes that surfaced from an analysis of mentor reflections that specifically identify facilitation strategies and the challenges and successes in using these strategies during programming time. UW researchers will discuss important pedagogical practices to broaden participation in STEM through near-peer mentoring and provide an alternative account of how youth of color come to see themselves as capable science learners within a community.

Leslie Herrenkohl and Fan Kong
April 27, 4:05 to 5:35 p.m.
Grand Hyatt San Antonio, Lone Star Ballroom Salon B

Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching

In this session celebrating the release of the book “Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching,” editor James Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and founding director of the UW Center for Multicultural Education, and chapter author Walter Parker, professor of education, will discuss their contributions. The new publication describes theory, research and practice that can be used in civic education courses and programs to help students from marginalized and minoritized groups in nations around the world attain a sense of structural integration and political efficacy within their nation-states, develop civic participation skills, and reflective cultural, national and global identities.

Jim Banks, Walter Parker
April 28, 2:15 to 3:45 p.m.
Henry B. Gonzalez Convention Center, Ballroom Level, Room 303 C

Mission-Driven and Identity-Matching Career Movements of African American Teachers

While a great deal is known about the teacher labor market as a whole, the specifics of minority teachers’ career movements are largely unknown. Using a decade of state administrative data, UW research reveals that African American teachers’ career movement features more identity matching or commitment to mission in comparison to white counterparts—they are more likely to stay in schools serving larger proportion of African American students and more likely to switch to another school serving similar types of students. However, effective minority teachers are no more likely than their white counterparts to stay or switch to another school serving high percentage of African American students and schools that need effective African American teachers the most are still unable to keep or attract them.

Min Sun
April 29, 2:45 to 4:15 p.m.
Henry B. Gonzalez Convention Center, Meeting Room Level, Room 215

Bridging the Research-Practice Divide: Designing and Implementing Project-Based Learning in Advanced Placement Physics

This symposium examines three years in which a multidisciplinary team of UW researchers and Bellevue School District educators engaged in iterative co-design and enactment of an advanced placement project-based learning Physics 1 course. Design-based implementation research drove the research-practice partnership focusing on a ‘learning while doing’ approach. Researchers will discuss impacts of the co-design process on practice and theory, teachers’ roles in promoting student engagement, multilevel modeling of student affect in the course, students’ perspectives on entry points/barriers that affect their course engagement over time, and the process of reframing professional development through a networked improvement community.

Nancy Vye, Amy Sharp, Sarah Evans, Sarah Ward
April 30, 2:15 to 3:45 p.m.
Henry B. Gonzalez Convention Center, Meeting Room Level, Room 209

Academic Freedom, Freedom of Speech, and Institutional Autonomy: Lessons From the Past

Professor Joy Williamson-Lott, whose research examines the reciprocal relationship between social movements and institutions of higher education will discuss her current book project. Her most recent book, “Radicalizing the Ebony Tower: Black Colleges and the Black Freedom Struggle in Mississippi,” examines issues of institutional autonomy, institutional response to internal and external pressures, and the relationship between historically black colleges and the Civil Rights and Black Power Movements.

Joy Williamson-Lott
April 30, 4:05 to 5:35 p.m.
Henry B. Gonzalez Convention Center, Meeting Room Level, Room 206 A

Routes to Teaching Certification in Texas and Beyond

With the proliferation of alternative teacher certification routes in recent years, particularly in historically underserved communities, this session will focus on the implications of teacher education’s changing landscape for educational equity. Among topics to be explored are alternative pathways in teacher preparation, visions for improving the landscape of teacher education in the U.S., and how the education policy agenda promoted by the Trump administration will influence different types of teacher education programs.

Kenneth Zeichner
April 30, 4:05 to 6:05 p.m.
Grand Hyatt San Antonio, Second Floor, Lone Star Ballroom Salon A


Alumni and friends attending AERA are invited to join the College of Education's faculty and students at an April 30 reception that will take place from 6:30 to 8:30 p.m. at La Dahlia in historic Sunset Station. Register for the reception online.

Additional UW College of Education research being presented includes:

The Unique Contributions of Math and Science Motivation to STEM Outcomes: A Gender Comparison Study
Amy Sharp, Elizabeth Sanders, Susan Nolen
April 28, 10:35 a.m. to 12:05 p.m.
Henry B. Gonzalez Convention Center, Ballroom Level, Room 303 C

Effects of Embedded Morphological Instruction on Children's Reading and Writing in Grades 4 and 5
Deborah McCutcheon, et al
April 29, 8:15 to 9:45 a.m.
Henry B. Gonzalez Convention Center, Meeting Room Level, Room 209

Inclusion of Families Into School-Based Race and Equity Teams
Filiberto Barajas-Lopez
April 29, 10:35 a.m. to 12:05 p.m.
Grand Hyatt San Antonio, Lone Star Ballroom Salon F

Theater of Liberation: Participatory Action Research and Cultural Flexibility in a Mostly-White High School
Susan Desha Stahl
April 30, 8:15 to 10:15 a.m.
Grand Hyatt San Antonio, Lone Star Ballroom Salon E

Equity-focused Implementation of Next Generation Science Standards: Exploring Models of Hope and Possibility
Philip Bell, et al
May 1, 10:35 a.m. to 12:05 p.m.
Henry B. Gonzalez Convention Center, Meeting Room Level, Room 221 C

Democratic Education, Race, and the Classroom: Content and Pedagogy in a Diverse Society
Kenneth Zeichner
May 1, 12:25 to 1:55 p.m.
Henry B. Gonzalez Convention Center, Ballroom Level, 301 A&B

Integrating Improvements: How Principals Leverage Professional Learning to Reshape School Culture
Jessica Rigby, Stephanie Forman, Rebecca Lewis
May 1, 2:15 to 3:45 p.m.
Henry B. Gonzalez Convention Center, Meeting Room Level, Room 215


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