SEt 1: Highlighted Presidential Sessions
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1. 50 Years of Indigenous Activism and Empowerment in Education
2. A Culturally Responsive Approach to Mental Health in Schools
3. Educators as Advocates for Justice in Education
4. Educators Take Action on Climate Change and Sustainability
5. I Am More Than A Ball: Rethinking Student-Athletes’ Contributions and Challenges
6. Minority Serving Institutions: Lessons and Legacy
7. Other Peoples’ Treasures: The Challenges in Collecting, Telling, and Protecting Community Stories
8. Preparing Students for a Rapidly Changing World: Rethinking the Education System
9. Preparing to Celebrate Brown v. Board of Education at 100: Is There a Remedy for Today’s Continued Inequality?
10. Pushing Against the Status Quo: Cultivating Diverse Teachers, Leaders, and Schools for the 21st Century
11. Race Conscious Education Policies: Collaborative Strategies for Just Schooling
12. Researchers and Funders Talk: Priorities, Research Utilization, and Collaboration
13. Rights, Difference, and the Future of Inclusion for Students with Disabilities
14. The Mis-education of America: The Role of Educators and Curriculum in Preparing Democratic Citizens
15. Transforming STEM Education Toward Equity and Social Justice: Insights from Research and Organizational Stakeholders
1. 50 Years of Indigenous Activism and Empowerment in Education
2. A Culturally Responsive Approach to Mental Health in Schools
3. Educators as Advocates for Justice in Education
4. Educators Take Action on Climate Change and Sustainability
5. I Am More Than A Ball: Rethinking Student-Athletes’ Contributions and Challenges
6. Minority Serving Institutions: Lessons and Legacy
7. Other Peoples’ Treasures: The Challenges in Collecting, Telling, and Protecting Community Stories
8. Preparing Students for a Rapidly Changing World: Rethinking the Education System
9. Preparing to Celebrate Brown v. Board of Education at 100: Is There a Remedy for Today’s Continued Inequality?
10. Pushing Against the Status Quo: Cultivating Diverse Teachers, Leaders, and Schools for the 21st Century
11. Race Conscious Education Policies: Collaborative Strategies for Just Schooling
12. Researchers and Funders Talk: Priorities, Research Utilization, and Collaboration
13. Rights, Difference, and the Future of Inclusion for Students with Disabilities
14. The Mis-education of America: The Role of Educators and Curriculum in Preparing Democratic Citizens
15. Transforming STEM Education Toward Equity and Social Justice: Insights from Research and Organizational Stakeholders
1. 50 Years of Indigenous Activism and Empowerment in Education
It has been 50 years since the Occupation at Alcatraz, the birthing of the Native American Studies movement, and the beginning of the tribal college movement. All of these events and landmark movements have impacted how Indigenous Peoples look towards the future, reclaim their Indigenous identities, and assert their tribal sovereignty in relation to education and community building. In recent years, the state of California and the San Francisco area have begun critical efforts that continue to assert tribal sovereignty and a reclamation of Indigenous Peoples through the development of the California Tribal College and the Sogorea Te Land Trust. In this presidential session, experts will reflect on their experiential links to landmark social movements and the development of Indigenous-led community organizations and will discuss the implications of the correlation and complexities among concepts of solidarity, educational and community leadership practices, and self-determination.
Cosponsor: Indigenous Peoples of the Americas SIG
Session Length: 2 hours
Chair:
Participants:
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 159
It has been 50 years since the Occupation at Alcatraz, the birthing of the Native American Studies movement, and the beginning of the tribal college movement. All of these events and landmark movements have impacted how Indigenous Peoples look towards the future, reclaim their Indigenous identities, and assert their tribal sovereignty in relation to education and community building. In recent years, the state of California and the San Francisco area have begun critical efforts that continue to assert tribal sovereignty and a reclamation of Indigenous Peoples through the development of the California Tribal College and the Sogorea Te Land Trust. In this presidential session, experts will reflect on their experiential links to landmark social movements and the development of Indigenous-led community organizations and will discuss the implications of the correlation and complexities among concepts of solidarity, educational and community leadership practices, and self-determination.
Cosponsor: Indigenous Peoples of the Americas SIG
Session Length: 2 hours
Chair:
- Natalie Rose Youngbull, University of Oklahoma
Participants:
- Duane Champagne, University of California, Los Angeles
- Corrina Gould, Sogorea Te Land Trust
- LaNada War Jack, Boise State University
- Robin Zape-tah-hol-ah Zape-tah-hol-ah Minthorn, University of Washington, Tacoma
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 159
2. A Culturally Responsive Approach to Mental Health in Schools
Education professionals have recognized the impact of mental health on students' learning and achievement, documenting consistently the ways mental health affects students’ college completion, coursework deadlines, exam performance, financial stability, and successful transition from high school to university life and into the work force. Complicating the challenges faced by students are also the demands placed on university staff who are hired to support mental health. Often these staff are themselves overly stressed and at risk of burnout. In this session, scholars explore an array of symptoms of poor mental health on university campuses and consider the ways universities are successfully, and unsuccessfully, seeking to promote the emotional health of their student body and staff.
Session Length: 1.5 hours
Chair/Discussant:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 10:35a.m. to 12:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 151
Education professionals have recognized the impact of mental health on students' learning and achievement, documenting consistently the ways mental health affects students’ college completion, coursework deadlines, exam performance, financial stability, and successful transition from high school to university life and into the work force. Complicating the challenges faced by students are also the demands placed on university staff who are hired to support mental health. Often these staff are themselves overly stressed and at risk of burnout. In this session, scholars explore an array of symptoms of poor mental health on university campuses and consider the ways universities are successfully, and unsuccessfully, seeking to promote the emotional health of their student body and staff.
Session Length: 1.5 hours
Chair/Discussant:
- Stephen D. Hancock, University of North Carolina, Charlotte
- Catriona O'Toole, Maynooth University
- Dawn Estefan, Dawn Estefan Counseling and Psychotherapy
- Sejal Parikh Foxx, University of North Carolina, Charlotte
- Elaine Chase, UCL - London's Global University
- Shawn A. Ginwright, San Francisco State University
- Stephen D. Hancock, University of North Carolina, Charlotte
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 10:35a.m. to 12:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 151
3. Educators as Advocates for Justice in Education
Should educators function simply as recipients of policies prescribed bu individuals outside their schools or should educators speak directly about school conditions and student needs? In this session, the perspectives of research, journalism, and practice are incorporated to frame a conversation exploring the possibilities inherent in, and the attending risks of, professional educators working actively to eradicate injustice in schools. Both current practices and visionary possibilities are addressed.
Session Length: 1.5 hours
Chair/Discussant:
Participants:
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
Should educators function simply as recipients of policies prescribed bu individuals outside their schools or should educators speak directly about school conditions and student needs? In this session, the perspectives of research, journalism, and practice are incorporated to frame a conversation exploring the possibilities inherent in, and the attending risks of, professional educators working actively to eradicate injustice in schools. Both current practices and visionary possibilities are addressed.
Session Length: 1.5 hours
Chair/Discussant:
- Elizabeth Todd-Breland, University of Illinois at Chicago
Participants:
- Edith Bazile, Black Educators' Alliance of Massassachusetts
- Aaron Jermaine Griffen, DSST Public Schools
- Tyrone C. Howard, University of California, Los Angeles
- Jessica Martell, Teachers College, Columbia University
- Mariana Souto-Manning, Teachers College, Columbia University
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
4: Educators Take Action on Climate Change and Sustainability
Climate change is the most serious threat facing our planet today, and the past year saw an immense growth in student activism around the issue. Education (broadly defined) must play an important role in the movement toward a more sustainable future. This session will feature different educational stakeholders – students, educators, researchers, and policy makers – to discuss how they engage climate change and sustainability. Following micro presentations, Open Space Technology will be used to source participant-driven ideas for taking action in local institutions, communities, governments, AERA, and beyond. The goal is for participants to emerge from the session inspired and equipped with concrete steps toward achieving climate justice.
Session Length: 1.5 hours
Chairs:
Participants:
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 2:15p.m. to 3:45p.m.
Moscone Center, South Building, Upper Mezzanine, Room 153
Climate change is the most serious threat facing our planet today, and the past year saw an immense growth in student activism around the issue. Education (broadly defined) must play an important role in the movement toward a more sustainable future. This session will feature different educational stakeholders – students, educators, researchers, and policy makers – to discuss how they engage climate change and sustainability. Following micro presentations, Open Space Technology will be used to source participant-driven ideas for taking action in local institutions, communities, governments, AERA, and beyond. The goal is for participants to emerge from the session inspired and equipped with concrete steps toward achieving climate justice.
Session Length: 1.5 hours
Chairs:
- Oren Pizmony Levy, Teachers College, Columbia University
- Joseph A. Henderson, Paul Smith's College
Participants:
- Megan Bang, Northwestern University
- Christopher Emdin, Teachers College, Columbia University
- Joseph A. Henderson, Paul Smith's College
- Meredith McDermott, New York City Department of Education
- Marcia McKenzie, University of Saskatchewan
- Frank Niepold, National Oceanic and Atmospheric Administration
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 2:15p.m. to 3:45p.m.
Moscone Center, South Building, Upper Mezzanine, Room 153
5. I Am More Than A Ball: Rethinking Student-Athletes’ Contributions and Challenges
Professional athletes occupy a unique space in the American landscape as they excel in sports and become role models, but they can encounter resentment when they advocate as American citizens. Student-Athletes are no different. From P-20, student-athletes are part of billion dollar industries that cater to the competitive U.S. spirit, and the entwinement of sports and education remains a multi-faceted enterprise that helps students fulfill hopes and dreams as athletes but can also complicate their lives and educational experiences. This session brings together researchers and organizational leaders to examine pressing concerns of P-20 student-athletes, including the ethical and equity dilemmas faced in schools and higher education institutions, the strengths and challenges of earning paid endorsements, and the rewards and consequences for speaking out about injustices.
Session Length: 1.5 hours
Chair/Discussant:
Participants:
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 2:15p.m. to 4:15p.m.
Moscone Center, South Building, Level Two, Room 203
Professional athletes occupy a unique space in the American landscape as they excel in sports and become role models, but they can encounter resentment when they advocate as American citizens. Student-Athletes are no different. From P-20, student-athletes are part of billion dollar industries that cater to the competitive U.S. spirit, and the entwinement of sports and education remains a multi-faceted enterprise that helps students fulfill hopes and dreams as athletes but can also complicate their lives and educational experiences. This session brings together researchers and organizational leaders to examine pressing concerns of P-20 student-athletes, including the ethical and equity dilemmas faced in schools and higher education institutions, the strengths and challenges of earning paid endorsements, and the rewards and consequences for speaking out about injustices.
Session Length: 1.5 hours
Chair/Discussant:
- Jamel K. Donnor, William & Mary
Participants:
- Eddie Comeaux, University of California - Riverside
- Valinda Littlefield, University of South Carolina
- Sue Mullane, University of Miami
- Amy Perko, The Knight Commission
- Dan Rosenberg, Barry University
- Michelle Zapata, San Francisco Unified School District
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 2:15p.m. to 4:15p.m.
Moscone Center, South Building, Level Two, Room 203
6. Minority Serving Institutions: Lessons and Legacy
The public imagination is often dominated by the challenges minority-serving institutions face related to funding and enrollment. Yet, many minority-serving institutions model forms of educational support and programming that continue to produce students who are successful in a variety of fields, particularly in the sciences. Drawing on the voices of leaders of successful institutions and programs, this session explores essential curricular, programmatic, and climate elements that lead to institutional success. In particular, the session considers the ways all institutions of higher education might learn from these models.
Session Length: 1.5 hours
Chair:
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 2:15p.m. to 3:45p.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
The public imagination is often dominated by the challenges minority-serving institutions face related to funding and enrollment. Yet, many minority-serving institutions model forms of educational support and programming that continue to produce students who are successful in a variety of fields, particularly in the sciences. Drawing on the voices of leaders of successful institutions and programs, this session explores essential curricular, programmatic, and climate elements that lead to institutional success. In particular, the session considers the ways all institutions of higher education might learn from these models.
Session Length: 1.5 hours
Chair:
- Jelani Favors, Clayton State University
- James D. Anderson, University of Illinois at Urbana-Champaign
- Gina Ann Garcia, University of Pittsburgh
- Chad Hamill, Northern Arizona University
- Dawn B. McLin, Jackson State University
- Beverly D. Tatum, Spelman College
- Henry Tisdale, Claflin University
- David Wilson, Morgan State University
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 2:15p.m. to 3:45p.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
7. Other Peoples’ Treasures: The Challenges in Collecting, Telling, and Protecting Community Stories
The Documents recounting the activities of African American schools across the South prior to desegregation often failed to become part of easily accessible archival collections, thus challenging the ability of researchers to write comprehensive portraits of earlier periods of African American educational history. Today, efforts to locate, preserve, and digitize these records are increasing. But, what kinds of perplexing questions of ownership, representation, and reciprocity must accompany these important strides to achieve preservation? This session overviews current preservation efforts and raises critical questions of representation as researchers acquire increasing access. It also explores the concurrent challenges confronted by local communities as community museums seek to preserve and publicize their own histories.
Session Length: 1.5 hours
Chair:
Participants:
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
The Documents recounting the activities of African American schools across the South prior to desegregation often failed to become part of easily accessible archival collections, thus challenging the ability of researchers to write comprehensive portraits of earlier periods of African American educational history. Today, efforts to locate, preserve, and digitize these records are increasing. But, what kinds of perplexing questions of ownership, representation, and reciprocity must accompany these important strides to achieve preservation? This session overviews current preservation efforts and raises critical questions of representation as researchers acquire increasing access. It also explores the concurrent challenges confronted by local communities as community museums seek to preserve and publicize their own histories.
Session Length: 1.5 hours
Chair:
- Imani Perry, Princeton University
Participants:
- Calvin Cooley, Summer Hill Heritage Group
- Sherick A. Hughes, University of North Carolina, Chapel Hill
- C. Aaron Price, Museum of Science and Industry, Chicago
- Nicole Alia Salis Reyes, University of Hawaii, Manoa
- Kimberly Springle, Charles Sumner School Museum and Archives
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
8. Preparing Students for a Rapidly Changing World: Rethinking the Education System
Stakeholders in the education system are grappling with the question, "How can we prepare students for future jobs when we don't yet know what these jobs will be?" Many groups inside and outside of academia propose that the students need to learn "21st century skills", presumably a new set of skills different from the knowledge and skills that have been traditionally emphasized in schools. Meanwhile, the labor market, competition, and private responsibility often influence what we teach the students and how we teach them. In this session, experts from vastly different fields and backgrounds explore the relationship between the lofty goal of promoting social justice and the tensions inherent in reaching this goal with a market-driven education.
Session Length: 2 hours
Chair:
Participants:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
Stakeholders in the education system are grappling with the question, "How can we prepare students for future jobs when we don't yet know what these jobs will be?" Many groups inside and outside of academia propose that the students need to learn "21st century skills", presumably a new set of skills different from the knowledge and skills that have been traditionally emphasized in schools. Meanwhile, the labor market, competition, and private responsibility often influence what we teach the students and how we teach them. In this session, experts from vastly different fields and backgrounds explore the relationship between the lofty goal of promoting social justice and the tensions inherent in reaching this goal with a market-driven education.
Session Length: 2 hours
Chair:
- Sungok Serena Shim, Ball State University
Participants:
- Carolyn Elizabeth Barber, University of Missouri - Kansas City
- Howard E. Gardner, Harvard University
- Paul Hong Suk Kim, Stanford University
- Marc Lesser, National Academy Foundation
- James W. Pellegrino, University of Illinois at Chicago
- Lourdes M. Rivera, Queens College, CUNY
- Rhonda Randi Weingarten, American Federation of Teachers
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
9. Preparing to Celebrate Brown v. Board of Education at 100: Is There a Remedy for Today’s Continued Inequality?
Join the panel in imagining and planning for the kind of celebration American might have when Brown v. Board of Education is 100 years old. In this session researchers, legal scholars, historians, and organizational leaders convene to explore collaboratively the kinds of research, relationships, and advocacy needed for continuing legal access and for creating school climates that inspire all children. What could a Brown celebration look like that honored the original intent of its framers, and what can this generation of educational and legal leadership do to make that celebration happen?
Session Length: 2 hours
Chair:
Participants:
Discussant:
Session Type: Invited Speaker Session
Session Details: Tuesday, April 21, 8:15a.m. to 10:15a.m.
Moscone Center, South Building, Upper Mezzanine, Room 156
Join the panel in imagining and planning for the kind of celebration American might have when Brown v. Board of Education is 100 years old. In this session researchers, legal scholars, historians, and organizational leaders convene to explore collaboratively the kinds of research, relationships, and advocacy needed for continuing legal access and for creating school climates that inspire all children. What could a Brown celebration look like that honored the original intent of its framers, and what can this generation of educational and legal leadership do to make that celebration happen?
Session Length: 2 hours
Chair:
- William F. Tate, Washington University in St. Louis
Participants:
- Jenn Ayscue, North Carolina State University
- Martha Cecilia Bottia, University of North Carolina, Charlotte
- Roslyn Arlin Mickelson, University of North Carolina, Charlotte
- Jerry Jameel Wilson, University of North Carolina
- Sonya Douglass Horsford, Teachers College, Columbia University
- Dana Thompson Dorsey, University of Pittsburgh
- Leslie T. Fenwick, Howard University
Discussant:
- Gina Chirichigno, National Coalition on School DiversityType of Session: Invited Speaker Session
Session Type: Invited Speaker Session
Session Details: Tuesday, April 21, 8:15a.m. to 10:15a.m.
Moscone Center, South Building, Upper Mezzanine, Room 156
10. Pushing Against the Status Quo: Cultivating Diverse Teachers, Leaders, and Schools for the 21st Century
As we approach the mid-21st century, the US public school student population will increasingly include more Black and Brown children and children in poverty. They will continue to attend schools plagued by the status quo—racism, sexism, classism, xenophobia, linguicism, ableism, and heteronormativity. By acknowledging the challenges encountered by higher education scholars and administrators as well as public school teachers and leaders, this session brings together those dedicated to cultivating diverse teachers and leaders who will push against the status quo to create the schools we need. Using this framework, session participants and attendees will tackle the challenges of recruiting diverse teachers and leaders, the curriculum that best prepares such teachers and leaders for the profession, and how teachers and leaders create school environments where all students succeed.
Session Length: 1.5 hours
Chair:
Participants:
Discussants:
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 160
As we approach the mid-21st century, the US public school student population will increasingly include more Black and Brown children and children in poverty. They will continue to attend schools plagued by the status quo—racism, sexism, classism, xenophobia, linguicism, ableism, and heteronormativity. By acknowledging the challenges encountered by higher education scholars and administrators as well as public school teachers and leaders, this session brings together those dedicated to cultivating diverse teachers and leaders who will push against the status quo to create the schools we need. Using this framework, session participants and attendees will tackle the challenges of recruiting diverse teachers and leaders, the curriculum that best prepares such teachers and leaders for the profession, and how teachers and leaders create school environments where all students succeed.
Session Length: 1.5 hours
Chair:
- Deborah Loewenberg Ball, University of Michigan
Participants:
- Noelle Witherspoon Arnold, The Ohio State University, Columbus
- Sheryl Jones Croft, Kennesaw State University
- Julie Gorlewski, University at Buffalo, SUNY
- Susan Moore Johnson, Harvard University
- Muhammad Khalifa, University of Minnesota, Twin Cities
- Theresa Perry, Simmons College
Discussants:
- Lynn Gangone, American Association of Colleges for Teachers of Education
- Terah Talei Venzant Chambers, Michigan State University
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 160
11. Race Conscious Education Policies: Collaborative Strategies for Just Schooling
Political polarization about the role of race in crafting educational policies is once again heightened in an era of protracted debates about school choice, gifted and talented or specialized high schools, affirmative action, and desegregation. This proposed symposium will bring together researchers who study several aspects of race conscious policy in education. Researchers will discuss their work with civil rights organizations, professional associations, teachers’ unions, and philanthropies to ensure that the work of realizing a racially just society is mutually informative across and within research and organizational sectors. This interactive, multiracial, and multimodal panel will encourage and maximize discussion and debate on current and past efforts to expand race conscious policies while avoiding the mistakes of the past.
Session Length: 2 hours
Chairs:
Participants:
Discussant:
Session Details: Friday, April 17, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
Political polarization about the role of race in crafting educational policies is once again heightened in an era of protracted debates about school choice, gifted and talented or specialized high schools, affirmative action, and desegregation. This proposed symposium will bring together researchers who study several aspects of race conscious policy in education. Researchers will discuss their work with civil rights organizations, professional associations, teachers’ unions, and philanthropies to ensure that the work of realizing a racially just society is mutually informative across and within research and organizational sectors. This interactive, multiracial, and multimodal panel will encourage and maximize discussion and debate on current and past efforts to expand race conscious policies while avoiding the mistakes of the past.
Session Length: 2 hours
Chairs:
- Janelle T. Scott, University of California - Berkeley
- Elizabeth H. DeBray, University of Georgia
Participants:
- OiYan A. Poon, Colorado State University
- Matt Gonzales, New York University
- Cara McClellan, NAACP - Legal Defense and Educational Fund, Inc.
- Ansley T. Erickson, Teachers College, Columbia University
- Erica Frankenberg, The Pennsylvania State University
- Genevieve Parker Siegel-Hawley, Virginia Commonwealth University
- Christopher Edley, Jr., University of California, Berkeley
Discussant:
- Kathryn A. McDermott, University of Massachusetts - Amherst
Session Details: Friday, April 17, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
12. Researchers and Funders Talk: Priorities, Research Utilization, and Collaboration
This session brings together foundation personnel, federal funders, and program officers with well-known scholar--researchers to discuss enhanced collaborations that forward agendas of both funders and researchers and lead to increased use and dissemination of research. The goal is threefold: 1) to hear directly the thoughts of foundation personnel, federal funders, and university researchers about the “power and possibilities for the public good when researchers and organizational stakeholders collaborate”; 2) to discuss how funders and scholars can enhance research and dissemination by being in closer touch with policy makers and practitioners; and 3) to learn about the kinds of research that both funders and scholars see as especially relevant to current issues.
Session Length: 2 hours
Chairs:
Participants:
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
This session brings together foundation personnel, federal funders, and program officers with well-known scholar--researchers to discuss enhanced collaborations that forward agendas of both funders and researchers and lead to increased use and dissemination of research. The goal is threefold: 1) to hear directly the thoughts of foundation personnel, federal funders, and university researchers about the “power and possibilities for the public good when researchers and organizational stakeholders collaborate”; 2) to discuss how funders and scholars can enhance research and dissemination by being in closer touch with policy makers and practitioners; and 3) to learn about the kinds of research that both funders and scholars see as especially relevant to current issues.
Session Length: 2 hours
Chairs:
- Lois Weis, University at Buffalo, SUNY
- Margaret A. Eisenhart, University of Colorado, Boulder
Participants:
- Elizabeth R. Albro, U.S. Department of Education
- Megan Bang, Spencer Foundation
- James A. Banks, University of Washington, Seattle
- Jacquelynne S. Eccles, University of California, Irvine
- Margaret A. Eisenhart, University of Colorado, Boulder
- Adam Gamoran, William T. Grant Foundation
- Pamela L. Grossman, University of Pennsylvania
- Kris D. Gutiérrez, University of California, Berkeley
- William R. Penuel, University of Colorado, Boulder
- Evan Heit, National Science Foundation
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
13. Rights, Difference, and the Future of Inclusion for Students with Disabilities
This moderated discussion will focus on the rights and responsibilities of inclusion for students with disabilities in schools today. Multiple perspectives from research, policy, and practice will be shared. Panelists will tackle such issues as the affordances and constraints of inclusion rights; the historical entanglements of disability with race, gender, and social class; and the paradigm wars between special education and disability studies scholars. Lessons and insights will be offered within the context of policy, educational practices and programs, research, personnel preparation models, and family/community partnerships.
Session Length: 1.5 hours
Chair:
Participants:
Type of Session: Invited Speaker Session
Session Details: Saturday, April 18, 2:15p.m. to 3:45p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
This moderated discussion will focus on the rights and responsibilities of inclusion for students with disabilities in schools today. Multiple perspectives from research, policy, and practice will be shared. Panelists will tackle such issues as the affordances and constraints of inclusion rights; the historical entanglements of disability with race, gender, and social class; and the paradigm wars between special education and disability studies scholars. Lessons and insights will be offered within the context of policy, educational practices and programs, research, personnel preparation models, and family/community partnerships.
Session Length: 1.5 hours
Chair:
- Alfredo J. Artiles, Arizona State University
Participants:
- Subini Ancy Annamma, Stanford University
- Govinda Budrow, Fond du Lac Tribal And Community College
- Steven Eidelman, The National Leadership Consortium on Developmental Disabilities & The Arc of the United States
- Holly Jacobs, University of Massachusetts, Boston
- Jean Robertson, San Francisco Unified School District
- Karrie A. Shogren, The Life Span Institute & Kansas University Center on Developmental Disabilities
Type of Session: Invited Speaker Session
Session Details: Saturday, April 18, 2:15p.m. to 3:45p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
14. The Mis-education of America: The Role of Educators and Curriculum in Preparing Democratic Citizens
In the history of American education, citizenship arguments played a pivotal role in conceptualizing the importance of education as a tool to prepare students to engage democracy. This session evokes this fundamental vision of the purposes of American education, considering both the activities of Americans historically omitted in the vision of democratic engagement and the possibilities for citizenship preparation for the current generation. Although framed in America, it also appropriates the experiences of other countries wrestling with similar questions.
Session Length: 1.5 hours
Chair:
Participants:
Discussant:
Type of Session: Invited Speaker Session
Session Details: Sunday, April 19, 8:15a.m. to 9:45a.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
In the history of American education, citizenship arguments played a pivotal role in conceptualizing the importance of education as a tool to prepare students to engage democracy. This session evokes this fundamental vision of the purposes of American education, considering both the activities of Americans historically omitted in the vision of democratic engagement and the possibilities for citizenship preparation for the current generation. Although framed in America, it also appropriates the experiences of other countries wrestling with similar questions.
Session Length: 1.5 hours
Chair:
- Carole L. Hahn, Emory University
Participants:
- Roxana Daylen Duenas, Los Angeles Unified School District
- Jarvis Ray Givens, Harvard University
- LaGarrett Jarriel King, University of Missouri, Columbia
- Amy Stuart Wells, Teachers College, Columbia University
Discussant:
- Christopher M. Span, University of Illinois at Urbana-Champaign
Type of Session: Invited Speaker Session
Session Details: Sunday, April 19, 8:15a.m. to 9:45a.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
15. Transforming STEM Education Toward Equity and Social Justice: Insights from Research and Organizational Stakeholders
This session brings together scholars and organizational stakeholders to tackle longstanding equity issues in STEM education. How do we resolve persistent inequities in students’ access, learning, persistence, and educational and career success with regard to STEM fields of study? What are some of the creative success models that help alleviate underrepresentation and enhance experiences and success of historically underserved populations based on race, gender, socioeconomic status, first-generation status, and other important identities? Based on their experiences and expertise, organizational stakeholders and scholars on this panel collectively interrogate these questions and current efforts to achieve equity and social justice for underrepresented students navigating STEM education.
Session Length: 2 hours
Chair:
Participants:
Discussant:
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 8:15a.m. to 10:15a.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
This session brings together scholars and organizational stakeholders to tackle longstanding equity issues in STEM education. How do we resolve persistent inequities in students’ access, learning, persistence, and educational and career success with regard to STEM fields of study? What are some of the creative success models that help alleviate underrepresentation and enhance experiences and success of historically underserved populations based on race, gender, socioeconomic status, first-generation status, and other important identities? Based on their experiences and expertise, organizational stakeholders and scholars on this panel collectively interrogate these questions and current efforts to achieve equity and social justice for underrepresented students navigating STEM education.
Session Length: 2 hours
Chair:
- Xueli Wang, University of Wisconsin - Madison
Participants:
- Lorelle Espinosa, American Council on Education
- Karen A. Marrongelle, National Science Foundation
- Ebony Omotola McGee, Vanderbilt Peabody College
- Sarah Rodriguez, Texas A&M University - Commerce
- Aaron Thomas, University of Montana
Discussant:
- Eboni M. Zamani-Gallaher, University of Illinois at Urbana-Champaign
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 8:15a.m. to 10:15a.m.
Moscone Center, South Building, Upper Mezzanine, Room 155