2016 AERA Meeting

The American Educational Research Association (AERA) hosts an annual meeting every spring, where scholars in the field of education research come to showcase their ideas and data from studies in a diverse array of areas. This year, 45 faculty members, staff and doctoral students and faculty from the School of Education attended the meeting and presented papers. Read a full list of presenters and topics covered.

“Developing District Coherence: Supporting Factors and Obstacles in the Multi-year Systems Coherence Collaborative, 2013-2015″
Approaches to Sustaining District-Wide Improvement: Curriculum, Organizational Coherence, and Data Use.
Thomas B. Timar, Mary G. Briggs, & Kelsey Krausen

“In Roundtable Session: College-Going, Success, and Persistence Among Veterans and Military Families”
The Effects of Academic Coaching on Military and Veteran Undergraduate Students.
Michael Hill

“Nine Daughters [does not equal] One Son: Case Study of a Hmong Family’s Educational Expectations and Experiences”
Asian American’s Stories and Identities
Kaozong Nancy Mouavangsou

“Prisons, and Schools, and Failure, Oh My! An Open Letter”
Assaults on Communities of Color: Transacademic Exploration of the Realities of Race-Based Violence
Arash Daneshzadeh

“Investigating a Literacy-Focused Professional Development Effort: What Happens When Key Elements Are Missing”
Examinations of Disciplinary Literacy and Writing Practices
Michal Kurlaender, Kelsey Krausen

“Understanding How Teachers Conceptualize Drug Trafficking Violence in Mexico: What Are the Implications for Schools?”
Civic Engagement, Civic Challenge, and Cultural Competency in International Educational Environments
Yanira Madrigal-Garcia

“Implications of Declining African American University of California Enrollment for Policy and Practice”
African American Students Navigating California Higher Education Post-Proposition 209
Gloria M. Rodriguez

“The Role of African American Parents in College Choice and Transition in California”
African American Students Navigating California Higher Education Post-Proposition 209
BernNadette Thokozile Best-Green, Lorraine Wilkins

“Mentoring Youth Toward Engagement in Core Practices of the Maker Movement”
Lifelong Learning Trajectories: Connections Between Hobbyists and Makers
Lee Michael Martin, Sagit Betser, Colin Dixon

“Indigenous Knowledge and Education: Young People Living at the Intersections of Educational Policies and Leadership Practices”
Toward Justice: Indigenous Knowledge in Education Research and Praxis
Patricia D. Quijada Cerecer

“Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12″
Professional Development to Support English Learners
Huy Quoc Chung

“Standards-Based Grading”
100 Years of Grading Research: Meaning and Value in the Most Common Educational Measure
Megan E. Welsh, Michael Stevens

“Linking and Leveraging Resources in Early-Career Practices: Case Study of an Immigrant Latina Bilingual Educator”
Bilingual Teachers: Professional Development and Dispositions
Steven Athanases, Leslie C. Banes

“Development of Phonological Awareness Skills: Cantonese-Speaking and Spanish-Speaking English Learners”
Vocabulary Research and Instruction
Yuuko Uchikoshi, Lu Yang

“Educational Assessment”
Meet Journal Educators: Journal Talks 5
Jamal Abedi

“Can Public Scholarship Help School Finance Policy Meet the Challenge of Increasing Diversity?”
Gloria M. Rodriguez

“Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators”
Invited Speaker Session on Handbook of Research on Teaching, Fifth Edition: A New AERA Publication
Christian Faltis

“Identifying the Determinants of Chronic Absenteeism: A Bioecological Systems Approach”
Research in Early Education and Child Development
Kevin A. Gee

“Effects of Modeling Residual Nonvariance Using Growth Mixture Modeling: A Case Study”
Modeling Latent Variable Interactions and Multiple-Group Models
Megan E. Welsh

“Youth-Focused Community and Citizen Science: Examining the Role of Environmental Science Learning and Agency”
Community-Based Science Learning: Models to Make Classroom Learning Relevant to Students’ Everyday Lives
Heidi L. Ballard, Colin Dixon

“Education Students’ Experiences With and Beliefs About Language Use: Toward More Expansive Language Ideologies”
Multiliteracies in the Lives of Teachers
Danny C. Martinez, Leslie C. Banes, Steven Athanases

“Ready or Not? California’s Early Assessment Program and the Transition to College”
The Impact of State Programs to Improve High School Course-Taking and Decrease Postsecondary Remedial Course-Taking
Michal Kurlaender

“Inside and Outside: Boundaries of Play in a Wearable Technology Game for Youth”
Immersive Learning via Playful Engagements With Physical Data
Cynthia Carter Ching, Danielle Hagood

“Social Support and School Peer Victimization: Examining Effects Within Racial and Ethnic Subgroups”
Peer Relationships, Victimization, and Adjustment
Kevin A. Gee

“How to Balance Teacher Autonomy and System Coherence?”
Teachers’ Tensions, Autonomy, and Social Constructions in Professional Development
Lisa H. Sullivan

“Shifting the Paradigm for Professional Learning: Toward Participatory Action Research as Teacher Professional Development”
Action Research in Teaching and Teacher Education
Shannon Marie Pella

“Yo Soy Xingona! Acts of Resistance and Power in the Lives of Undergraduate Latinos”
The Power and Possibility of the Co-Curriculum
Vanessa Segundo

“Ingles macheteado es lo que hablo Yo’: The Language Ideological Discourses of Latina/o Youth in Urban High School Classrooms”
“Just Sayin”: The Complexity and Unity of ‘Non-Standardized’ Language Practices Among Multilingual and Multidialectical Youth
Danny C. Martinez

“Outcome Scaling to Evaluate Teacher Candidates and Teacher Preparation Programs”
Studies in Teacher Effectiveness, Preparation, and Certification
Megan E. Welsh

“The Education Dissertation: A Historical Exploration”
Writing and the Dissertation
Danielle Hagood

“Expanding What Counts as Language for Latina/o Youth in an Urban Middle School Classroom”
Pedagogical Possibilities for a Changing Public: BiMultilingual Latina/o Students in Urban Schools
Danny C. Martinez