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Graduate Student Sessions at AERA14

Graduate Student Council Events & Sessions

Thursday, April 3

Time Event Location
12:00-1:30 Division L Fireside Chat: Brown’s Aftermath: The Evolution of Integration and Desegregation Policy, Research and Practice in EducationSpeakers: Sean F. Reardon, Vanessa Siddle Walker, Erica Frankenberg, Amy Stuart Wells Convention Center: 112 B
12:00-1:30 Graduate Student Orientation to the Annual Meeting and Networking Session Convention Center: 126 A
2:15-3:45 GSC Chair-Elect Fireside Chat: Being a Mentor, Being a Mentee: Learning from Successful Mentorships in order to Foster Your OwnSpeakers: SJ Miller, Maria Eugenia Lozano, Theresa Y. Austin, Gertrude M. Tinker Sachs, Jayoung Choi Convention Center: 126 A
2:15-3:45 Division D: Exemplary Work from Promising ResearchersSpeakers: James Eric Pustejovsky, Ting Xu, Feifei Ye, Luke Rapa Convention Center: 112 B


Friday, April 4

Time Event Location
8:15-9:45 GSC Fireside Chat: How Does (and Could) Educational Research Inform Policy Inside and Beyond AcademiaSpeakers: Faith Connolly, Brenda Turnbull, Zollie S. Stevenson Jr., Casey Cobb Convention Center: 126 A
10:35-12:05 Division B Fireside Chat: Educational Apartheid: A Conversation about the Privatization of Public Schooling and Its Effects on Curricular and Pedagogical PracticesSpeakers: Steven J. Ball, Adrienne D. Dixson, William H. Watkins, Kristen L. Buras Convention Center: 112 B
10:35-12:05 GSC Chair Fireside Chat: The Power of Educator Preparation Provider Accreditation for Innovation in Practice and PolicySpeakers: Christine Carrino Gorowara, Rick Ginsberg, John Henning, Leigh Yannuzzi Convention Center: 126 A
12:25-1:55 Division F Fireside Chat: Building a Culture of Collaboration and Interdisciplinarity: Busting the Myth of the Lone HistorianSpeakers: David F. Labaree, Amy E. Wells Dolan, Kate B. Rousmaniere Convention Center: 112 B
12:25-1:55 GSC Food-for-Thought Session: Learning Through Sisterhood: Urban Arts and Education with the Philadelphia Sophisticated Sisters Convention Center: 126 A
2:15-3:45 Division I Fireside Chat: Getting Published: Ensure Your Work Makes and ImpactSpeakers: Dorothea H. Juul, Janet Palmer Hafler, Marcia Mentkowski, Anne Christine McKee, Bridget Colleen O’ Brien Convention Center: 112 B
2:15-3:45 GSC Past Chair Fireside Chat: Navigating the Academic Job SearchSpeakers: Erica C. Bullock, Christopher Charlie Jett, Jeane F. Copenhaver-Johnson Convention Center: 126 A
4:05-5:35 Division A Fireside Chat: Challenging Perceptions of Youth: How Research Can Guide Educational Leaders in Their Work with Young PeopleSpeakers: Bianca J. Baldridge, Yolanda Sealey-Ruiz, Lee Anne Bell, John S. Rogers Convention Center: 112 B
4:05-5:35 Graduate Student Council and Campus Liaison Meet, Greet, & Eat/ Campus Liaison Tip Share Convention Center: 126 A

Saturday, April 5, 2014

Time Event Location
10:35-12:05 Division J Fireside Chat: Beyond Academia: Reaching a Broader AudienceSpeakers: Erin L. Castro, Liliana M. Garces, Marybeth Gasman, Gary D. Rhoades, J. Luke Wood Convention Center: 112 B
10:35-12:05 Graduate Student Networking Opportunity with Special Interest Groups (SIGs) Convention Center: 126 A

Sunday April 6, 2014

Time Event Location
8:15-9:45 Division G Fireside Chat: Making the Implicit Explicit: Navigating the AcademySpeakers:  Bryan McKinley Jones Brayboy, Alison E Leonard, Jeong-Eun Rhee, Mariana Pacheco, Beth C. Rubin Convention Center: 126 A
8:15-9:45 GSC Fireside Chat: Research on Youth Activism and Agency for Social Change: Past, Present, and Innovations for the FutureSpeakers: David O. Stovall, Julio Cammarota, Michelle Fine Convention Center: 112 B
10:35-12:05 Division E Fireside Chat: Show Me the Grant Money: A Discussion about the Grant Process in Educational ResearchSpeakers:  Dorothy L. Espelage, Patricia A. Jennings, Jason Downer, Sejal Barden Convention Center: 126 A
10:35-12:05 GSC Chair Fireside Chat: Demystifying the AERA Annual Meeting Proposal Submission ProcessSpeakers:  Huriya Jabbar, Ariana Christine Crowther, Cathy A.R. Brant, Antionette D. Stroter, Debra J. Ackerman Convention Center: 112 B
12:25-1:55 Division D Fireside Chat: Policy Three Ways: A Qualitative, Quantitative, and Mixed Methods PerspectiveSpeakers:  Patti A. Lather, Jennifer C. Greene, Andrew C. Porter, Kristen L. Huff Convention Center: 126 A
12:25-1:55   GSC Food-for-Thought Session: Truth Through Words: Raising the Voices of Urban Youth in Philadelphia Convention Center: 112 B
2:15-3:45 Graduate Student In-Progress Research Session Convention Center
4:05-5:35 GSC Chair-Elect Fireside Chat: Writing Work that Works for You: Publishing in AcademiaSpeakers: Erica K. Dotson, Nadia Behizadeh, Stephanie Behm Cross, Alyssa Hadley Dunn, Jillian Carter Ford Convention Center: 126 A

Monday, April 7, 2014

Time Event Location
8:15-9:45 Division K Fireside Chat: Teacher Education Research and Policy: Local, National, and International PerspectivesSpeakers: Lauren Anderson, Wanda J. Blanchett, Ee-Ling Low, Aaron Pallas Convention Center: 112 B
10:35-12:05 Division C Fireside Chat: From Research to Real Life: Insights into Designing and Implementing Classroom-Based InterventionsSpeaker: Allan L. Wigfield Convention Center: 112 B
12:25-1:55 Division H Fireside Chat: Seeing the Future: Technology in the Lives and Careers of Graduate Students & Early Career ResearchersSpeakers: Damian W. Betebenner, Glynn Ligon, Erin Marie Furtak, Zollie Stevenson Jr, Convention Center: 112 B


Open Call for Submissions for the Fall 2014 Issue of The Journal of Family Diversity in Education

The inaugural issue of the Journal of Family Diversity in Education (JFDE) is the culmination of our work and the work of others who are attempting to shine light upon and oppose hegemonic conceptions of families, particularly in the domain of family-school-community partnerships. The journal is the peer-reviewed, international research journal of the Family Diversity Education Council and is hosted by Kent State University.

Over the last several decades, a body of research has emerged that focuses on home-school-community relationships, yet much of that work is built upon the premise that the term “family” has a common meaning. For scholars and practitioners who are working to analyze, critique, and redefine current notions of family and the resultant implications for those partnerships, there are very few outlets for publication. The JFDE provides a forum for researchers and professionals who are working alongside the vastly different forms of family that exist in schools today to renegotiate the very relationships within family–school-community partnerships. This, in turn, will positively impact and transform curricula, pedagogy, and policy.

Here in the JFDE, we seek interdisciplinary scholarship that extends the dialogue around issues of family diversity and equity in family-school-community partnerships. We view this journal as a space where the voices of educators, counselors, social workers, policymakers, parents and custodial family members, and advocates for children will be in conversation to work toward more inclusive curricula and schooling. As editors, we are pleased to offer a fully refereed, online journal that welcomes diverse and creative theoretical and methodological approaches.

Each issue of the Journal of Family Diversity in Education will contain articles and book reviews. In this inaugural issue (Spring 2014), we have brought together voices from different theoretical and methodological perspectives to highlight the ways in which scholarship around notions of family is expanding. We are excited about the path this research is taking and look forward to continuing this rigorous exchange of ideas. We believe that sharing such research will lead to new insights and provide better educational and experiential outcomes for all children and youth.

We would be happy to speak to you about serving as a reviewer and/or submitting your work for consideration for publication. Please see us after the AERA FSCP SIG Business meeting or make arrangements to meet with us during the week of AERA in Philadelphia.

Monica Miller Marsh
Kent State University & Family Diversity Education Council

Tammy Turner-Vorbeck
Purdue University & Family Diversity Education Council

Mathematics Education Post-Doctoral Fellow Position at the Notre Dame Center for STEM Education

The Notre Dame Center for STEM Education (the Center), as part of the Institute for Educational Initiatives, is pleased to announce a post-doctoral fellowship in mathematics education beginning in Summer/Fall 2014. The position includes research and service with the possibility to teach after the first full semester on campus.

This post-doc includes the following responsibilities:

  1. Define and enact a personal research agenda that contributes to the field through unique studies, peer-reviewed journal articles, and/or grant proposals
  2. Collaborate with the faculty and staff of the Center to evaluate, revise, and enact its strategic plan, especially in the areas of mathematics education. This specifically includes:
    a. Coordinating and delivering professional development for mathematics teachers in the STEM Teacher Fellows Program;
    b. Working with the Notre Dame ACE Academies team on their mathematics instruction and student learning;
    c. Contributing to the on-going conceptualization of summer STEM experiences for students and PD for teachers.
  3. Based on consultation with the director of the Center, the possibility of teaching a STEM Education related course in the Education, Schooling, and Society minor or another class related to the post-doc’s expertise will be considered after the Fall 2014 semester.
  4. Other research, service, or teaching as agreed upon by both the director and the post-doc that furthers their development as a scholar and practitioner.

Candidates must possess an earned doctorate or the strong prospect of earning such a degree by July 1, 2014. The preferred terminal degree is in mathematics education, curriculum and instruction, or related fields. The preferred applicant will also have experience teaching, especially at the K-8 developmental level, and preparing math teachers either through pre-service instruction or professional development. Upon successful review of the first year, the post-doctoral fellowship may be extended for a second year through June of 2016.

Applicants should submit a cover letter indicating the candidate’s research interests in mathematics education. The letter should also outline a research agenda that might be pursued during the fellowship and how the applicant can contribute to the mission of the Center in terms of service to teachers and schools. Information on the Center’s current work can be found at A completed application should also include a curriculum vitae, three letters of recommendation that can speak to the applicant’s ability to engage the responsibilities described above, teaching evaluations (if applicable), and a writing sample. Preferred writing samples include published journal articles in which the applicant was the primary or first author. Other non-published papers (or dissertation chapters) by the author will be accepted; complete dissertations will not be accepted. Applicants will be reviewed beginning March 26th, and on a continuing basis until the position is filled.

Questions about the post-doc may be directed to Dr. Matt Kloser at All application materials should be submitted electronically to Heather Legault (; recommendation letters should be sent directly from the recommender to Heather Legault.

The University of Notre Dame, an international Catholic research university, is an equal opportunity employer.

Faculty Position in the School of Educational Studies – Claremont Graduate University

The School of Educational Studies at Claremont Graduate University (CGU) invites nominations and applications for the rank of assistant or associate professor in the subfield of Teaching, Learning, and Culture. The position will commence at the beginning of the 2014 academic year.

We are seeking an exceptional scholar whose research and teaching contributes to the mission of the School of Educational Studies at Claremont Graduate University. This is a tenured graduate faculty position, which carries teaching, research, and service responsibilities in School. While the specific areas of scholarship are open, we will give preference to candidates whose work focuses on the experience and success of U.S. Latino students in elementary/secondary schools. This expertise may include, but is not limited to, an emphasis on ELD/language acquisition, cultural-linguistic diversity, or bilingual education. We are especially interested in the scholars whose work incorporates consideration of the geographic variation in resourcing, opportunity, and success.

The successful candidate will be expected to teach graduate students in our M.A. and Ph.D. programs, and supervise graduate student research. Candidates must demonstrate a strong record of published research and extramural funding, and possess outstanding teaching and mentoring skills. Candidates should possess a deep understanding of the relationship between scholarship and practice. The successful candidate also will demonstrate experience and/or capacity for advising a diverse student body.

The struggle for social justice is not an abstraction here, but an integral part of the School of Educational Studies’ teaching and research. The School is committed to merging work for social justice with forthright accountability. Our graduates, and hence our faculty, are expected to be responsible education critics and architects. For more information on the School of Educational Studies, please see

Claremont Graduate University is America’s only private, graduate-only, research-extensive university. Nestled at the foot of the San Gabriel Mountains about 35 miles east of Los Angeles, CGU is one of seven members of the unique Claremont Colleges Consortium. CGU is known for intimate, transdisciplinary teaching and for research that takes on major challenges facing our region and world.

We will begin reviewing applications immediately and will continue until the position is filled. For full consideration, completed applications should be received by March 31, 2014. Applications from women, minorities, and underrepresented populations are especially encouraged. Please send a letter of interest and current curriculum vitae to:

Chair of the Search Committee
School of Educational Studies
Claremont Graduate University
150 East Tenth Street
Claremont, CA 91711

Claremont Graduate University is an Equal Opportunity Employer and does not discriminate on the basis of race, color, creed, place of national origin, gender, age, sexual orientation, or physical disabilities in its employment practice and in admission of students to educational programs and activities in accordance with the requirement of Title IX of the Educational Amendments of 1972 and other applicable laws. Claremont Graduate University is vigorously committed to affirmative action in employment practices regarding ethnic minorities, the physically disabled, veterans, and women. In addition to meeting its obligations under federal and state law, Claremont Graduate University is committed to increasing faculty diversity.

Graduate Student Travel Award

Division G is pleased to announce travel stipends available for the 2014 Annual Meeting. If you are a graduate student in the area of social contexts of education, you may apply for one of the Division G travel  stipends for the 2014 Annual Meeting in Philadelphia.  Application deadline: March 21, 2014 at 11:59 p.m. EST

In order to apply, please submit the following items:
– an AERA Travel Request
– a current Curriculum Vita
– proof of current paid Division G membership (recipients must be paid Division G members at time of application)

25 Recipients will be randomly selected based on the following criteria:

  1. Applicant’s paper was accepted for presentation at the AERA conference,
  2. Applicant is an author of accepted paper,
  3. The applicant’s history with AERA annual meetings (preference will be given to first time presenters and those attending the Mentoring Pre-Conference Seminar)
  4. Need

Please email the above materials to with the subject line “AERA 2014 Student Travel Stipends” no later than March 21, 2014 by 11:59 p.m. EST.  Recipients will be notified by March 28, 2014.

Postdoctoral Position at Johns Hopkins University – School of Education

Candidates are invited to apply for a postdoctoral fellowship with the Johns Hopkins University School of Education. This position is a joint appointment supported by The Baltimore Education Research Consortium (BERC) and the National Science Foundation Math Science Partnership STEM Achievement in Baltimore Elementary Schools (SABES) award. This is anticipated to be a two year position (contingent on satisfactory performance, research contributions and funding). Opportunities beyond two years may develop.

The Baltimore Education Research Consortium (BERC) a partnership among Johns Hopkins University (JHU), the Baltimore City Public School System (City Schools), Morgan State University, and several Baltimore-based non-profit agencies was launched in November 2006. JHU, the lead university partner of BERC, is seeking applicants for a half-time position as a Postdoctoral Fellow to be located at Johns Hopkins University. The individual would work on evaluating a three year I3 intervention in a summer school middle grades math and science camp intervention, conducting observations, developing pre- and post-surveys, as well as longitudinal quantitative studies of educational processes and outcomes using school district data and contextual information about neighborhoods and social services. The individual would collaborate with BERC’s principal investigators (Faith Connolly and Tracy Rone) and other affiliated researchers (including Robert Balfanz, Phil Leaf, Martha Mac Iver, and Ray Winbush). The individual will collaborate with Baltimore City Schools and other city or state agencies to work on an integrated educational and social service data set and develop new ones for project-specific analyses.

The SABES award is a partnership between JHU (WSE, SOE and KSAS) and BCPSS. The position requires collaboration with Baltimore City Public School colleagues and across three JHU schools: the Whiting School of Engineering, the Krieger School of Arts and Sciences, and the School of Education. Nine elementary schools in 3 neighborhoods will participate (1 per neighborhood the 2nd year, 2 per neighborhood the 3rd year and 3 per neighborhood the 4th and 5th years). Specific duties include assisting in the management of the SABES Partnership and supporting the research component of the project.

Management of the SABES Partnership: Assisting the project leadership team with coordination of the SABES grant including the master teacher coursework and the summer professional development offerings.

Research Initiatives: Working with researchers across in the School of Education, The Whiting School of Engineering, and the Krieger School of Arts and Sciences to carry out the SABES research plan and working with the SABES leadership team in activities related to dissemination of research findings.

The applicant should have:

  • A record of research in one or more of the following areas: issues affecting students in high-poverty schools, urban education, STEM Education, social organization of schools and its relationship to assessment and achievement
  • Experience with qualitative data analysis, advanced statistical methods and proficiency with SPSS, STATA, or comparable software
  • Additional expertise in database architecture is desirable though of secondary importance
  • Excellent written and oral communication skills, as writing and disseminating findings for scholarly and policy audiences are expected
  • Doctorate in education or relevant social science field should be held by time of employment

To apply, please submit a letter of interest, current curriculum vitae, writing sample, and names of three references to:
BERC/SABES Postdoctoral Fellowship Search Committee c/o: Carolyn Parker at

Review of applications will begin March 21, 2014 and will continue until position is filled.

Johns Hopkins University is an EO/AA employer committed to recruiting, supporting, and fostering a diverse community. Smoke free/drug free environment.

Tenure-Track Assistant/Associate Professor Position in Elementary Literacy Education at the University of Louisville

The Department of Early Childhood & Elementary Education at the University of Louisville invites applications for a tenure-track, Assistant/Associate Professor faculty position in ELEMENTARY LITERACY EDUCATION. In alignment with the University’s goal to become a premier metropolitan research university, the Department seeks an individual who has a strong research program, or the clear potential for one, whose research focuses on literacy as a social practice within early childhood and elementary settings. We are open to a broad range of research areas relevant to literacy instruction, particularly: language and learning, discourse practices, children’s literature, linguistic diversity, miscue analysis and other formative assessments, the opportunities and challenges of language and literacy teaching in urban settings, and commitment to the conceptual framework of the College and its dedication to advocating for social and human equity (for more information see:

Responsibilities include teaching undergraduate and graduate courses, advising, conducting research, seeking external funding, contributing to reciprocal partnerships with schools, participating in ongoing program
development, and providing service to the college, university, professional associations and disciplinerelated community partners.

Minimum Qualifications:

  • Doctoral degree in literacy education or closely related field
  • Demonstrated competence in teaching in elementary schools (K-6)
  • Evidence of a commitment to equity and social justice
  • Demonstrated ability to work well with colleagues and participate in collaborative inquiry
  • Demonstrated evidence of, or desire for, community engaged scholarship and partnership experiences with schools
  • An emerging or established agenda of literacy research and scholarship
  • Demonstrated excellence or potential in scholarly research
  • Evidence of, or strong potential for, grant writing and grant-funded research

Preferred Qualifications:

  • Demonstrated successful teaching experience in teacher preparation programs
  • Evidence of incorporating technology in instructional practices
  • Mentoring of graduate students
  • Evidence of collaborative and engaged scholarship that addresses key sociocultural issues such as poverty and multilingualism in the local metropolitan context

Applicants for the position at an assistant level should have an earned doctorate in literacy education or a related field and the promise of an externally funded research program. Applicants for the position at an
associate level should also have an earned doctorate in literacy education, a strong record of publication in recognized journals, a record of external funding, evidence of excellence in teaching, service to the profession at the national level, and the ability to mentor junior faculty and doctoral students.

Louisville, a metropolitan area of approximately one million people, features a wide range of recreational opportunities, thriving theater and arts, and one of the best qualities of life in the nation. As a research university in this vibrant city, The College of Education and Human Development (CEHD) is committed to preparing educators to work effectively with diverse populations and to help build a socially just and democratic society. The College is known for the Grawemeyer Award, a recognition of excellence in education. U of L is ranked among the Top 50 Public Colleges of Education in US News and World Reports and is part of a  doctoral/Research Extensive institution enrolling approximately 21,000 students.

The programs in Teaching and Learning offer an array of programs leading to Bachelors, Masters and Doctoral degrees in early childhood, elementary, middle, secondary, and special education. In both the metropolitan schools and the surrounding rural schools, the College has strong collaborations including Signature Partnerships and Redesign Schools. For more information please visit:

SALARY: Competitive, based upon qualifications and experience

APPOINTMENT: The 10-month appointment begins August 1, 2014 with the possibility of summer teaching.

APPLICATION DEADLINE AND PROCEDURES: Pending budgetary approval, formal review of applicants will begin immediately, and will continue until the position is filled.

Applicants must apply online at Select “Current Openings,” “Faculty/Administrator Positions” and go to Posting # UL141. Please upload the following:

  1. A letter of interest explaining how minimum and preferred qualifications are met and describing relevant experiences,
  2. A current CV
  3. Academic transcripts
  4. A sample publication, and
  5. Three current letters of recommendation.

Additional inquiries can be addressed to:
Literacy Education Search Committee
c/o Lynne Ernst, Unit Business Manager
Department of Early Childhood & Elementary Education
University of Louisville, Louisville, Kentucky 40292
(502) 852 – 2208 Office (502) 852 – 2408 FAX email:

The University of Louisville is an Affirmative Action, Equal Opportunity, Americans with Disabilities Employer, committed to diversity and in that spirit, seeks applications from a broad variety of candidates.

Pre-Conference Mentoring Seminar for Graduate Students at AERA 2014

From Dissertation to Completion and Beyond: A Mentoring Seminar for Graduate Students of Color, Including International Students

Division G Graduate Student Pre-Conference Seminar—Thursday, April 3, 2014
8 a.m. – 12 p.m.

Event Information:

Division G Graduate Student Executive Committee has organized a professional development seminar for graduate students. This pre-conference seminar will provide students with excellent opportunities for professional development and a chance to gain a better understanding of how to make a smooth transition from dissertation completion to finding a job.

Seminar Topics:

This interactive seminar format will include both plenary sessions and specialized break-out group sessions focusing on four areas:

  • From Dissertation to Completion: How do you find balance in your life given the demands of your doctoral degree program?
  • Career Path of Academics: What do you need to know before entering the academic and non-academic job market?
  • Dissertation Writing and Publishing: What are the general principles of scholarly writing? The discussion will include the process of dissertation conversion for publication in a peer-reviewed journal.
  • Mentoring Across Differences: How to navigate the academy through creating, maintaining, and preserving your identity. This forum aims to provide advice and guidance on how to maintain your identity as a scholar of color or as an international scholar.

Application Process:

Space is limited and registration for participation is required. The event is open to students in any stage of their doctoral degree program; however, the break-out sessions are focused on issues specific to the concerns of doctoral students in the dissertation stage. Interested students should submit an application by 11:59 p.m. EST on March 14, 2014 to The application should include a CV along with a 1-2 page statement of interest with the following information:

  • Personal information including name, email address, telephone number, institution, your status (year in program, information such as writing a proposal or writing dissertation), and your research interests, methodological approaches to research
  • One or two issues or problems you hope this seminar will address / what you would like to ask the panelists
  • Your career goals and job search timeline

Applications will be reviewed on the basis of the following criteria: the overall quality and thoughtfulness of the application letter, and the degree to which the applicant would benefit from the seminar, given the contents of the letter. Consideration will also be given to providing an equitable and diverse representation of participants on the basis of gender, ethnic/racial status, type of university, disciplinary/research interests, etc.

If you have any questions, please write to Division G Student Executive Committee at:

William T. Grant Foundation Launches New Research Initiative on Understanding Inequality

The William T. Grant Foundation is now accepting proposals for research on understanding programs, policies, and practices that reduce inequality in youth outcomes. In tandem, the Foundation is now interested in youth ages 5 to 25, an expansion from the previous range of 8 to 25. This expansion applies to all funding programs.

Spearheaded by President Adam Gamoran, this new research interest represents an extension of the Foundation’s longstanding mission: supporting research to improve the lives of young people. In recent years, inequality in the United States has become increasingly pervasive. At the same time, prospects for social mobility have decreased. The Foundation’s perspective is that the research community can play a critical role in reversing this trend.

According to Gamoran, a noted sociologist who has done extensive research in this field, the increasing diversity of the U.S. population makes ensuring the success of young people from all backgrounds not only a moral aim, but a matter of economic security. “Inequality is the fundamental challenge of our time,” says President Gamoran. “The Foundation intends to support research that will point the way toward reducing its pernicious effects.”

The Foundation is 
accepting applications for research that focuses on ways to reduce disparities in youth’s academic, behavioral, social, and economic outcomes. They are particularly interested in inequality on the basis of economic, racial/ethnic, and language backgrounds, but research that explores other domains of inequality will also be considered based on a compelling case for its impact.

Free webinars (advance registration required) to provide  more information will take place on Wednesday, March 5, 1-2 p.m. EST and Friday, March 14, 3-4 p.m. EST.  Details, including a Grants Application Guide, are posted at:


Call for Submissions: Multi-Modalities within Urban Education

Perspectives on Urban Education, Penn Graduate School of Education’s online student-run journal, is interested in papers, commentaries, and notes from the field for our Spring 2014 issue. The focus of this issue is: multi-modalities within urban education.

The term “multi-modality” refers to how textual, audio, and visual modes in combination with media and materiality create meaning.

As multi-modality continues to permeate the human experience we are faced with the challenge/opportunity of how to incorporate such expanding technologies in our work as practitioners, researchers, artists and policy-makers among others.

In this issue we seek to explore the affordances and challenges of integrating multimedia technologies and methods in research projects and in knowledge production and to critically examine the myriad influences and impacts of using such methodologies and media. Further, we hope submissions will consider the ethical implications of such representation. In other words, how does the use of multimodal forms of representation affect the processes and products of research, including design, implementation, analysis, knowledge production and dissemination?

A great many topics fall under the purview of this topic, a few examples:

  • Teacher research on the use of multimedia in one’s practice
  • Student observation of life in an urban classroom as conveyed through written reflections interspersed with tweets, Vines, vlogs, etc.
  • Representations of research through infographics

Submissions must have a direct or indirect connection to urban education; all submissions will undergo peer-review.

For questions or further information please contact the Editors at

All pieces must be submitted through the Journal’s online portal:

Submission Deadline: April 1, 2014