UW research

University of Washington College of Education faculty and students will present their explorations of what works in education during the American Educational Research Association's annual meeting April 8 - 12 in Washington, D.C. The theme of this year's AERA meeting is "Public Scholarship to Educate Diverse Democracies."

UW researchers will discuss how local communities can better prepare future educators to teach in diverse classrooms, teaching citizenship in classrooms where students' citizenship status varies, incorporating ambitious science teaching practices with English language learners, how Muslim girls respond to Islamophobia, andmore.

A special session on April 11 will honor the life and work of James Banks, "the father of multicultural education" and holder of the Killinger Professorship in Diversity Studies. The session "James A. Banks: A Pioneer for the Advancement of Social Justice in a Global World," will take place from 4:05 to 5:35 p.m. in the Marriott Marquis, and feature remarks by current and former students as well as interactive discussions about ways his work can inform civic participation and organized action. Banks is a past president of the AERA and National Council for the Social Studies, has given lectures across the world on citizenship education and diversity.

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 Eastern time.

Featured sessions highlighting UW research include: 

The Role of Local Communities in Implementing a Diversity Curriculum for Teacher Education
This session critiques current teacher education structures and policies that influence who is recruited and supported in teacher education programs, how teachers are educated, what they learn, and whose knowledge is centralized in building a sustained knowledge base for teachers. Zeichner will address common curriculum features that should draw from community knowledge to better prepare future teachers.
Kenneth Zeichner
April 9, 10:35 a.m. to 12:05 p.m.
Marriott Marquis, Level Three, Chinatown

Families in the Driver's Seat: Emerging Principles for Equitable Collaboration
Strong family-school relations are critical to student success. However, traditional approaches to parent involvement are often deficit-based and cater to the school’s agenda. This study approached non-dominant parents as powerful actors with the capacity to influence school decisions. UW's community-based design research study examined a collaborative process of creating a parent education curriculum. Results suggest three design principles for more equitable collaboration between families and educators: prioritizing family goals, positioning parents as experts and balancing power.
Ann Ishimaru, Joe Lott, Kathryn Torres, Aditi Rajendran, Dawn Williams, Karen OReilly-Diaz
April 9, 4:05 to 5:35 p.m.
Convention Center, Level One, Room 147 A

Core Practices in Science Teacher Education: The Value and Challenges of Being Explicit About Rigorous and Equitable Instruction
For the past eight years Program X has grounded the preparation of secondary science teachers in learning an inter-related set of “core practices” that are central to the work of rigorous and equitable science instruction. UW authors will define the theory behind the selection of core practices, give the rationale for the strategic selection of a small number of such practices, and provide examples of what these “look like and sound like” in the classroom. They will then describe how a focus on these practices enabled teacher educators associated with the program to support novices in more principled and coordinated ways. The authors argue that a common practice-based framework for professional preparation in science would help cultivate more effective teacher education.
Mark Windschitl, Karin Lohwasser
April 10, 8:15 to 9:45 a.m.
Marriott Marquis, Level Two, Marquis Salon 15

When (Formal) Citizenship Is Not a Given in Citizenship Education: Cases From the Field
In this study, UW researchers investigated how teachers navigated the tensions of teaching youth in settings meant to socialize them for future political participation when some students did not have voting rights. Emerging findings focus on two areas of difference across teachers: (a) distinct curricular approaches to teaching about electoral politics and political participation, and (b) different forms of communication about undocumented status during class time and after. 
Dafney Blanca Dabach, Natasha Merchant, Aliza Fones, Adebowale Adekile
April 10, 10:35 a.m. to 12:05 p.m.
Marriott Marquis, Level Two, Marquis Salon 10

Alumni and friends attending AERA are invited to join the College of Education's faculty and students at an April 10 reception that will take place from 6 to 8 p.m. at Prequel in Washington's Penn Quarter. Register for the reception online.

Additional UW College of Education research being presented includes:

Ontologies of Ecological Relations in Family Forest Walks
Priya Pugh
April 9, 8:15 to 9:45 a.m.
Marriott Marquis, Level Four, Independence Salon G

Opening Spaces for Inquiry and Noticing Language: Negotiating Tools and English Learner/Science Teaching Practices
Jessica Thompson, Kerry Soo Von Esch, Jennifer Richards, Anna Van Windekens, Karin Lohwasser, Manka Varghese
April 10, 2:45 to 4:15 p.m.
Marriott Marquis, Level Two, Marquis Salon 17

Rigorous Content Learning: Making Text-Based Learning Real
Sheila Valencia, Sara Nachtigal, Carol Adams
April 11, 11:45 a.m. to 1:15 p.m.
Convention Center, Level Two, Room 207 A

In High Demand: Performance Funding Policy Impacts on STEM Degree Attainment
Amy Li
April 11, 12:25 to 1:55 p.m.
Convention Center, Level Three, Ballroom South Foyer

Building the Bridge to Cultural Citizenship: Curricular Responses of Muslim Girls From Minority Communities of Interpretation
Natasha Merchant
April 12, 8:15 to 9:45 a.m.
Marriott Marquis, Level Four, Independence Salon A


Dustin Wunderlich, Director for Marketing and Communications
206-543-1035, dwunder@uw.edu