The Northeastern Educational Research Association (NERA) announces its annual conference. Please see the website for details (www.nera-educaiton.org) . This is an excellent conference for those that are interested in another opportunity outside of AERA to present their research or participate in professional development. Please see the attached call for proposals (NERA call for proposals). You can also obtain the newsletter by using the following link: http://www.nera-education.org/newsletter/NERA_Researcher_Winter_2014.pdf.
For more information, please contact:
Javarro Russell Senior Research and Assessment Advisor, College Programs| Global Education | Educational Testing Service Rosedale Road Princeton, NJ 08541 Office: 757.402.0660 |Fax: 609.683.2040 | firstname.lastname@example.org
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
Purdue University & Family Diversity Education Council
Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
Nicole M. Russell, PhD
Chayla M. Haynes, PhD
Floyd Cobb, PhD
The book seeks to link issues of inclusion to teacher excellence (P-20) by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom (Haynes, 2013). We use the term faculty here as an umbrella term that incorporates and describes both those who teach in secondary and postsecondary education. This is an issue of significant importance across the P-20 pipeline, given the growing racial diversity among students and the saturation of White faculty (over 80% at both the college and K-12 levels) (Feistritzer, 2011) in the U.S. education system. Unlike their counterparts, White faculty report feeling less prepared to address issues of race that emerge in their classrooms, and are even less likely to interrogate how whiteness influences their classroom teaching (Bell, Washington, Weinstein, & Love, 1997; Galman, Pica-Smith, & Rosenberger, 2010; Gordon, 2005; Leonardo, 2009; Skrla, Scheurich, Garcia, & Nolly, 2004: Yoon, 2010).
This text serves as a much needed disruptive intervention to expose faculty, in particular those who are White, to how racial consciousness aids in the identification of the persistent patterns of racism inherent in classroom teaching (Haynes, 2013). This text also functions as an analytical tool by scaffolding exemplary examples to inspire readers in how to engage in complex and difficult work of assessing their own racial consciousness and teacher effectiveness.
Seeking White STEM Equity Scholars to Submit a Manuscript for Section II:
We invite scholars who support national goals related to increasing racial minorities’ participation in STEM, diversifying the STEM labor force, and enhancing the sociopolitical and economic capital of this population. While we recognize that developing a racial consciousness is critical to all strands of education, we encourage faculty who teach in STEM departments (i.e. mathematics, science, and engineering) as well as faculty who teach in STEM education (training pre-service teachers seeking licensure in secondary mathematics and science).
This book will have three sections and each chapter will follow a similar format by opening with a powerful vignette which illustrates the “ah ha” moment about social inequity that has subsequently and most significantly influenced their scholarship and teaching. To that aim, Section I of the book draws upon wisdom of seasoned White scholars from interdisciplinary contexts who will discuss issues of equity as they draw from personal evidence about how they have addressed social injustice throughout their academic careers, particularly in their classrooms. Section II, calls upon up and coming White faculty who specifically teach in the STEM system and who want to advance scholarship and teaching regarding STEM equity. Lastly, Section III invites STEM equity scholars of color to respond to and talk back (hooks, 1989) to themes, constructs, and ideas that emerge from the narratives of the White scholars in Section II.
Specific Call for Section II
Scholars interested in submitting a manuscript for Section II should craft a 500 word abstract (maximum) of forthcoming scholarly work. Manuscripts should be 12-point type, Times New Roman, and with standard margins (1″ on all sides). Abstracts should be prepared according to the guidelines in the Publication Manual of the American Psychological Association, Sixth Edition and include a well composed title that clearly informs the reader about the content.
Guiding Chapter Questions
The questions below should be used to guide the organization of the final chapter draft. Authors are not relegated to a traditional chapter format and we encourage authors to use creative dialogue, narrative, or any other style that is appropriate to the tone of the chapter.
● How do you identify racially; how did you come to understand what being White meant?
● How has being White shaped your life experiences (e.g., personal relationships, life choices, educational experiences/pathways, belief system, values, self-standards/expectations, etc.)?
● How, if at all, are issues of race and racism (including but not limited to power and privilege) explored in your classroom?
● In what ways might your race influence how your students’ perceive you?
● In what ways does your students’ races influence your classroom teaching?
● To what extent is the institution of higher education and by extension its faculty, responsible for the advancement of social change?
Please submit queries about abstract preparation or abstracts to Dr. Nicole M. Russell by March 30th via email: email@example.com. Please use “Interrogating Whiteness Abstract” for a subject in your email. Notice to authors regarding the status of their submission will be sent by April 30, 2014.
Bell, L.A., Washington, S.,Weinstein, G., & Love, B. (1997). Knowing ourselves as instructors. In M. Adams, L.A. Bell,
& P.Griffin (Eds.), Teaching for diversity and social justice (pp. 299-310). New York: Routledge.
Feistritzer, C. E (2011). Profiles of teachers in the U.S., 2011. Washington, DC: National Center for Education
Galman, S., Pica-Smith, C., & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront
whiteness in their practice. Journal of Teacher Education, 6(3), 225-236.
Gordan, S. P. (2005). Making meaning of whiteness: A pedagogical approach for multicultural education. Journal of
Physical Therapy Education, 19(1), 21-27.
Haynes, C. (2013). Restrictive and expansive views of equality: A grounded theory study that
explores the influence of racial consciousness on the behaviors of White faculty in the classroom. (Doctoral dissertation). ProQuest Dissertation Database.
Leonardo, Z. (2009). Race, whiteness, and education. New York: Routledge.
Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing
equitable and excellent schools. Educational Administration Quarterly, 40(1), 133-161.
Yoon, I. H. (2012). The paradoxical nature of whiteness-at-work in the daily life of schools and
teacher communities. Race Ethnicity and Education, 15(5), 587-613.
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:
- Applicant’s paper was accepted for presentation at the AERA conference,
- Applicant is an author of accepted paper,
- The applicant’s history with AERA annual meetings (preference will be given to first time presenters and those attending the Mentoring Pre-Conference Seminar)
Please email the above materials to firstname.lastname@example.org 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.
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: http://louisville.edu/education/sjei/visionphilosophy).
DUTIES AND RESPONSIBILITIES
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.
- 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
- 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: www.louisville.edu/education.
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 http://louisville.edu/jobs. Select “Current Openings,” “Faculty/Administrator Positions” and go to Posting # UL141. Please upload the following:
- A letter of interest explaining how minimum and preferred qualifications are met and describing relevant experiences,
- A current CV
- Academic transcripts
- A sample publication, and
- 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: email@example.com
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.
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.
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.
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.
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 firstname.lastname@example.org. 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: email@example.com
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: www.wtgrantfdn.org
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 firstname.lastname@example.org
All pieces must be submitted through the Journal’s online portal: www.urbanedjournal.org
Submission Deadline: April 1, 2014
Laura Nicosia and Rebecca Goldstein are excited to announce a call for proposals for an edited book. Please consider submitting a 250-word proposal for a chapter by February 28, 2014.
Call for Chapter Submissions:
Through a Distorted Lens: Media as Curricula and Pedagogy in the 21st Century, Laura M. Nicosia & Rebecca A. Goldstein, Editors, Montclair State University. Series, Constructing Knowledge: Curriculum Studies in Action, Under contract with Sense Publishers.
Details can be found here: https://drive.google.com/file/d/0B2aYpXTH9BGkQUJwMHZoLUMtWXM/edit?usp=sharing