School of Education Presentations

Wednesday, April 23

Type: Roundtable Session on Researching the Integration of AI and Writing

Authors: Elaine Lin Wang (RAND Corporation), Lindsay Clare Matsumura, Zhexiong Liu, Tianwen Li, Richard J. Correnti, and Diane Litman

Time: Wednesday, April 23 from 9:00 to 10:30am MDT (11:00am to 12:30pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 2-3

Description: Revising is a fundamental and complex aspect of writing that is undertaught and under-practiced, particularly in elementary grades. Students’ ability to revise, and ideally improve, their essays is often limited because students lack the requisite strategic knowledge and skills for revision. This corpus study examines three drafts of a text-based argument essay written by 172 4th to 8th grade elementary students. We characterize each draft of writing and the evidence- or explanation-related revisions student made between drafts. Research that examines students’ revision moves and patterns – how they revise, to what extent, and how they process feedback on their revision attempt – is much needed to advance interventions and practices that support the teaching, practicing, and learning of revision skills.

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Type: Symposium on Sustaining Productive Teacher Collaborations: Infrastructure Across International Contexts

Authors: Amanda L. Datnow (University of California – San Diego), Hayley Weddle (University of Pittsburgh), and Mimi Lockton (University of California – San Diego)

Time: Wednesday, April 23 from 10:50am to 12:20pm MDT (12:50 to 2:20pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 704

Description: Despite persistent educational reform efforts, sustainability remains an ongoing challenge (Baglibel et al., 2018; Fullan, 2016). An important, yet seldom asked, question is, “sustainable according to whom?” Motivated by the question, our study examines reform sustainability from the perspective of math teachers in urban middle schools under pressure to improve. The reform centered on supporting collaboration, the use of evidence, and instructional improvement through coaching. Drawing on longitudinal qualitative data, we explore: How did teachers experience the sustainability of reform in the context of a 4-year instructional improvement project? How did teachers’ thinking, practice, and collaboration routines become different through the reform and why?

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Type: Symposium

Chair: Leigh Patel

Paper: Why Educational Researchers Should Take Risks (Leigh Patel)

Time: Wednesday, April 23 from 12:40 to 2:10pm MDT (2:40 to 4:10pm EDT),

Location: The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 4CD

Description: In this interactive symposium, four education scholars with distinct yet connected traditions of research methodologies, epistemologies, axiologies, and ontologies speak to the most critical axiological challenges facing educational research. At the core, we propose that educational research must alter and expand upon its historied ways of tracking school-based achievement, over-reaching with Euclidean-based quantitative inferential research, and undervaluing the primacy of place and mutuality in qualitative research.

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Type: Invited Poster Session on Applications of Artificial Intelligence in Education: Ethics, Equity, and Learning Environments (Table 9)

Author: Tetsuya Yamada

Time: Wednesday, April 23 from 12:40 to 2:10pm MDT (2:40 to 4:10pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 2A and 3A

Description:  A growth mindset – the belief that intelligence can be developed – has been identified as a critical motivational factor in improving math performance (Yeager et al., 2019; Blackwell et al., 2007). Yet, the path from a growth mindset to enhanced math performance is complex. To refine theoretical models within the mindset literature, my research uses Bayesian Additive Regression Trees (BART), a machine learning approach, to 1) examine the mediating role of behavioral learning engagement underlying the relationship between adolescents’ growth mindset and math performance and 2) explore the variation in this mediation mechanism due to classroom factors. Data collection and entry were finalized. I will apply BART to the data and expect to obtain results by January 2025.

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Type: Roundtable Session on In the Wake of Injustice: Black Theories and Thought in the Social Context of Education

Authors: Chetachukwu Uchenna Agwoeme

Time: Wednesday, April 23 from 2:30 to 4:00pm MDT (4:30 to 6:00pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 2-3

Description: This paper uses theories of antiblackness to critically reinterpret the knowledge base of how education scholars understand Black youth schooling experiences. Using Afropessimism and antiblackness as theoretical frameworks, this paper focuses on the reinterpretation of deficit narratives, school safety, and school discipline. From these theoretical reinterpretations, researchers conclude that schools are are microcosms of an antiblack world and their practices must be understood as mechanisms of Black suffering to maintain the social death of Black youth.

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Type: The paper is part of the Symposium titled “Comparing Political Dynamics of Research Practice Partnerships (RPPs): Insights From Latin America and the United States”

Authors:  Elizabeth Dawes Duraisingh (Harvard University) and Andrea Sachdeva (University of Pittsburgh)

Time: Wednesday, April 23 from 4:20 to 5:50pm MDT (6:20 to 7:50pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 404

Description: Drawing from a recent four-year RPP between a US-based university and a low-cost network of schools in Peru, this paper argues that popular framings of pursuing “symmetry” in learning (Mehta & Fine, 2019) risk oversimplifying what happens on the ground in schools when attempts are made system-wide to move from transmission-based pedagogical approaches to “deeper learning” (Fullan & Langworthy, 2013). In particular, popular framings of symmetry (e.g., Archer, 2022) sometimes overlook the ways in which contextual elements, including micropolitics, can impact how and to what extent grounding values and practices become embedded across an educational setting or are adopted by individuals. This paper takes a birds-eye view of the now-completed RPP, which involved the design and implementation of collaborative inquiry-style professional development (DeLuca et al., 2014) for people playing various roles within the network of schools, with the goal of promoting widespread pedagogical change. It particularly draws from data collected during the RPP’s fourth and final year that involved working directly with 30 network coaches: survey responses, interviews (n=14), and documentation from professional development sessions and small group inquiry projects (n=8).

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Type: Paper session on Community-Centered Approach to Out-of-School-Time Research

Authors: Thomas Akiva, Esohe Osai, Tracy Medrano, and Jaclyn Rose Spiezia

Time: 4:20 to 5:50pm MDT (6:20 to 7:50pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 106

Description: Culturally-centered, community-based arts (CCBA) programs blend arts and cultural learning in a community-based context. They not only address gaps left by the decline in school-based arts opportunities for youth of color but provide avenues for youth to have
exceptional art experiences that shape identity growth and well-being. We conducted cross-age workshops (i.e., interactive focus groups) in 36 arts/music programs across 8 cities with a total of 230 youth and 73 adults. In a card sorting exercise, participants chose three program outcomes that best represented the goals of their program. Participants overwhelmingly chose goal-cards associated with psychological well-being. This study adds evidence that CCBA programs play an important role in arts education and identity development, and particularly in supporting well-being.

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Type: Roundtable Session on School Resource Disparities, Philanthropic Giving, and Policies to Support School Funding Equity (Table 12)

Authors: Nell Williams (EdFund), Joshua Bleiberg (University of Pittsburgh), and Ai Shao (University of Pittsburgh)

Time: Wednesday, April 23 from 4:20 to 5:50pm MDT (6:20 to 7:50pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1

Description: Last year, Pennsylvania’s Commonwealth Court that the state’s funding system “violated [the state constitution] because of a failure to provide all students with access to a comprehensive, effective, and contemporary system of public education that will give them a meaningful opportunity to succeed.” The General Assembly is charged with transforming what is widely considered one of the most inequitable funding policies in the country to provide more funding to low-wealth districts, which both educate more economically disadvantaged students and bear higher tax burdens. This study examines this process through analyzing textual data from social and traditional media, court documents, and transcripts from public hearings; conducting interviews with policymakers and community stakeholders; and closely following negotiations during the 2024-25 legislative session.

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Thursday, April 24

Type: Roundtable Session on Studies of Learning in Preservice Teacher Education (Table 5)

Authors: Ali Bicer (Texas A&M University), Micayla Gooden (Texas A&M University), Miriam M. Sanders (University of Wyoming), Tugce Aldemir (Texas A&M University), Mahati Kopparla (University of Pittsburgh), Yujin Lee (Kangwon National University), and Julia E. Calabrese (University of Utah)

Time: Thursday, April 24 from 8:00 to 9:30am MDT (10:00 to 11:30am EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 2-3

Description: This study investigates the impact of problem-posing interventions on pre-service teachers’ creative thinking abilities in mathematics. The results showed that pre-service teachers who underwent the problem-posing intervention exhibited improved creative thinking skills in mathematics and a greater appreciation for creativity-directed practices in mathematics education. This research provides insights for mathematics teacher educators, highlighting effective strategies for integrating problem-posing into mathematics method courses to develop pre-service teachers’ creative thinking abilities and their perception of creativity-directed practices in mathematics classrooms.

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Type: Roundtable Session on Centering Culture in Adolescent Social and Academic Development (Table 4)

Authors: Esohe Osai, Thomas Akiva, Jaclyn Rose Spiezia, and Alecia Dawn Young

Time: Thursday, April 24 from 9:50 to 11:20am MDT (11:50am to 1:20pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1

Description: The arts can provide a valuable and culturally affirming developmental space for youth of color. Despite what we know about the power of arts learning, youth of color are less likely to have access to arts in their schools. Culture-Centered Community-Based Arts (CCBA) programs may provide vital spaces to support the well-being for youth of color. We define CCBA in a three-part way: They are community-based youth development programs that offer high-quality arts learning and center the racial/ethnic cultures of youth-of-color participants. This conceptual paper describes the three components and the larger study driving this conceptualization. Our findings on characteristics of CCBA programs suggest that these are optimal spaces for arts-interested youth of color to thrive.

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Type: Paper Session

Authors: Sierra Stern

Time: Thursday, April 24 from 9:50 to 11:20am MDT (11:50am to 1:20pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 404

Description: This study examines how equity-focused K -12 school leaders navigate racialized institutional contexts. Through 21 interviews with school leaders across different roles (e.g., principals, superintendents, directors), this study explores their strategies for addressing inequities and challenges as they navigate complex, often contentious environments. I use a Critical Race Institutional Logics (CRIL) perspective (Squire, 2015) as an analytic framework for understanding how school leaders navigate spaces shaped by societal forces such as racism and neoliberalism. Understanding how school leaders navigate racialized institutional logics in their individualized contexts offers insight into how leaders effectively understand and respond to their complex environments

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Type: Symposium

Discussant: Sergio Gonzalez

Time: Thursday, April 24 from 9:50 to 11:20am MDT (11:50am to 1:20pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 403

Description: Research practices of the modern-day academy have been foundational roots of settler colonialism, Christianity, and capitalism (Wilder, 2013; Dunbar-Ortiz, 2014). These colonial roots are reflected in extractive and harmful research practices that are framed as neutral and objective (Smith, 1999). In this symposia, presenters reject Western and Eurocentric notions of rigor of “scientific research” and instead co-construct qualitative research methodologies in ancestral alignment design. Ancestral alignment is an intimate experience that enhances research rigor in its rooted commitments to building kinship, community, and transforms scholarship in its process. Attendees are invited to join the four presenters that will share cultural-based and community-informed methodologies, which include dance, storytelling, poetry, and liming, offering a glimpse into the liberating possibilities of research.

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Type: Paper session on Language and Strategic Metacognitive Strategies for Comprehension

Authors: Tianwen Li, Lindsay Clare Matsumura, Elaine Lin Wang (RAND Corporation), Diane Litman, Richard J. Correnti, and Zhexiong Liu

Time: Thursday, April 24 from 9:50 to 11:20am MDT (11:50am to 1:20pm EDT)

Location: The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3B

Description:  Although effective revision is a crucial component of writing instruction, few automated writing evaluation (AWE) systems specifically focus on the quality of the revisions students undertake. This study investigates the potential of large language models (ChatGPT) for providing feedback that builds students’ metacognition of revision by highlighting the revision actions implemented in their essays. Results show that ChatGPT had significant potential to accurately detect students’ revision efforts and diagnose the effectiveness of implemented revision strategies. However, the quality of the suggestions for further improving essays varies based on the revision goals. The implications for improving AWE systems focusing on young students will be discussed.

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Type: Roundtable Discussion on Building Family, School, and Community Collaborations (Table 10)

Chair: Lori Delale-O’Connor

Time: Thursday, April 24 from 1:45 to 3:15pm MDT (3:45 to 5:15pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1

Description: The session will have five papers presented with the focus on family school collaboration, parent involvement in a Chinese middle school, teacher perspectives on parent-teacher communication, school-community collaboration, and mindfulness based program for family-school-community partnership.

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Type: Invited Roundtable on Research on Professional Training and Student Finance in Higher Education: Engineering Education, Dual Enrollment, and Student Loans (Table 17)

Author: Gianina Morales

Time: Thursday, April 24 from 1:45 to 3:15pm MDT (3:45 to 5:15pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 2A and 3A

Description: In this study, I use topic modeling, a machine learning technique for big corpora analysis, to identify discursive patterns in about 8,500 engineering education scholarly articles with special attention to the representation of engineering design and issues of equity, social justice, and ethical responsibility in engineering. This inquiry allows the tracing of the field of engineering education at scale to notice patterns that would be difficult to identify using other means. The topic modeling examination will be complemented by the use of discourse analysis tools in a sample of articles illustrative of the topics identified initially in the model. The results will have ethical and methodological implications for the engineering education research community.

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Type: Invited Speaker Session

Panelists: Zerus Leonardo (University of California-Berkley), Leigh Patel (University of Pittsburgh), Adrienne D. Dixson (Penn State University), and Justin A. Coles (University of Massachusetts – Amherst)

Time: Thursday, April 24 from 3:35 to 5:05pm MDT (5:35 to 7:05pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 708

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Type: Invited Speaker Session

Participants: Marcus Croom (Indiana University), T. Elon Dancy II (University of Pittsburgh), kihana miraya ross (Northwestern University), and Fikile Nxumalo (University of Toronto)

Discussants: Joyce E. King (Georgia State University), Ezekiel J. Dixon-Roman (Teachers College, Columbia University), and Zeus Leonardo (University of California – Berkley)

Time: Thursday, April 24 from 5:25 to 6:55pm MDT (7:25 to 8:55pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 1CD

Description:What might a research agenda of Black Studies/Study in education be if focused on
recognizing, resisting, and recovering from the false notion of White preeminence in every way
in the 21st century (i.e. post-White thought and practice in the 21st century), as for instance
already demonstrated by African intellectual heritage and artifacts (e.g. Asante & Abarry, 1996),
innumerable material to discursive racially Black critical projects (e.g. Berry & Gross, 2020;
Black Resistance Movements; Black Wall Streets; Black Arts Movement; Black Music; Du Bois,
1920; 1935; Black Legislators discussed in Foner, 1996; French, 2021; Harris, 1988; Harrison,
2001; Spillers, 1987; African American religion discussed in Long, 2000; Negro Spirituals
discussed in Thurman, 1945; Wilberforce University and HBCUs; Woodson, 1933; Wynter,
1994; 2003; 2006; etc.), as well as micro- to macrosociopolitical accomplishments that advance
humanity amid ongoing racialization (e.g. Civil Rights, Peace, Black Lives Matter, and
Comprehensive Education Movements; for the latter see Gordon & Rebell, 2007 and Varenne &
Gordon, 2009)? Also, how might post-White oriented, intergenerational dialogue (re)organize,
(re)energize, and guide us toward a 21st century research commons?

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Type: Paper Session on Measurement Methods for Complex Problems in Higher Education

Authors: Christa E. Winkler (Mississippi State University), Annie M. Wofford (Florida State University), and Linda DeAngelo (University of Pittsburgh)

Time: Thursday, April 24 from 5:25 to 6:55pm MDT (7:25 to 8:55pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 103

Description: Traditional quantitative methods rely on aggregation, often representing majority student experiences as the norm. However, college student pathways are more nuanced than such methods suggest. The purpose of this paper is to offer an empirical illustration of the potential for multiple-group structural equation modeling (MG-SEM) to serve as a critical quantitative analytical tool by empirically testing heterogeneity in students’ collegiate pathways. We demonstrate the utility of MG-SEM by comparing the analytical process and results to those from a traditional SEM approach in the context of computing graduate education. Results indicated that the MG-SEM approach, which modeled distinct pathways along lines of intersecting racial/ethnic and gender identities, more accurately represented the data. Implications of this finding for equity-minded practice are discussed.

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Type: Roundtable Session on Improvement Network Development: Exploring the Promise of Collaboration Among Schools to Support Educational Improvement (Table 11)

Authors: Hanan Perlman (University of Pittsburgh), Anthony S. Bryk (Carnegie Foundation for the Advancement of Teaching), and Jennifer Lin Russell (Vanderbilt University)

Time: Thursday, April 24 from 5:25 to 6:55pm MDT (7:25 to 8:55pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 2-3

Description: We theorize that network members’ participatory experiences influence their commitment and engagement, which in turn contributes to positive change in their educational practice. This paper reports on our construction of a survey measure of member participatory benefits and our investigation of how school-based educators benefit from their participation in NICs and the factors mediating their perceived benefits.

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Type: Business Meeting

Officers: Hanan Perlman (University of Pittsburgh) and others

Time: Thursday, April 24 from 7:15 to 8:45pm MDT (9:15 to 10:45pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 203

Description: The Improvement Science in Education SIG is a professional community committed to building knowledge about the principles, methods, and tools of improvement science and related approaches to improve outcomes in educational systems. We aim to provide a home for the growing scholarly community interested in applying (and adapting) the principles, methods, and tools of improvement science to educational problems. Join us for the Improvement Science SIG Business Meeting to connect with our growing community and interact with current and future members.

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Friday, April 25

Type: Symposium on Reflections on Positionality: A Call Toward Reimagining Roles, Responsibilities, and Relationships in Research

Author: Cati V. de los Rios (University of California – Berkley) and Leigh Patel (University of Pittsburgh)

Time: Friday, April 25 from 8:00 to 9:30am MDT (10:00 to 11:30am EDT)

Location:The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 2G

Description: To address the influence of knowledge creators on the formation of knowledge structures, educational research introduced the genres of “position” and frequently “positionality statements.” These frameworks typically involve researchers addressing specific social identities such as race, class, and gender. Educational research, heavily influenced by anthropology and its primary methodology of ethnography (Pountney & Marić, 2021), also inherits a responsibility to confront the historical roles of subjectivity and objectivity within anthropology. In this presentation, we conduct a critical genealogical exploration of position and position statements in educational research, examining why they have gained significance and prominence within qualitative education scholarship. We address the roles and limitations of positionality statements and how they contribute to understanding relational dynamics that extend beyond an individual’s social locations and identities. Using some of the early writings of anthropologist and folklorist Zora Neal Hurston, we analyze positionality statements’ evolution into a distinct genre in educational research as well as within a broader context of knowledge and coloniality. The work of Zora Neale Hurston (1935, 1937) helps to illuminate the long-standing challenge of documentation, representation, and the many ways in which contemporary research that addresses positionality is connected to debates about power, representation, and the inherent subjective nature of research. In this similar vein, contemporary critical scholars and knowledge stewards such as Simpson (2017), Smith (2021), Pillow (2003), and Ochoa (2022) also remind us that the implications of knowledge as relation are powerful. Simpson (2017), for example, asserts that Indigenous resurgence must not align with multicultural frameworks centered on identity positions, but instead prioritize place-based imperatives in opposition to the settler state’s logics. This perspective underscores the inherently political and contested nature of knowledge production, intimately tied to issues of justice. Building on this, Tuck and Yang (2018) explored questions such as which justice matters, whose justice prevails, and how to reconcile conflicting notions of justice. Their edited volume reframes research not just as praxis, as Lather (1986) suggested, but positions justice itself as a contested framework encompassing epistemology, ontology, and sociogeny. A move from positionality statements into the more complicated and arguably more generative area of knowing as relation opens up much for the field of educational research while also tamping down some practices as insufficient. Drawing on these insights, and others, concerning power and representation, we argue that statements of relationality must serve purposes beyond an individual’s identities or social location. Additionally, we incorporate a reflective dialogue to share our own encounters with positionality statements and interpretations. This personal perspective aims to enrich our discussion and provoke further considerations on how these statements shape knowledge production.

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Type: Paper Session on Impact of Innovative School Reforms on Educators and Students

Authors: Ai Shao and Joshua Bleiberg

Time: Friday, April 25 from 8:00 to 9:30am MDT (10:00 to 11:30am EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 608

Description: We investigate how federal school accountability policy influences student discipline and misbehavior during the pandemic in Pennsylvania. Pre-pandemic studies demonstrated that school accountability increased instances of student discipline and misbehavior. We use contemporaneous data from Pennsylvania to explore the association between the Comprehensive Support and Improvement (CSI) designation and student behavioral management (i.e., discipline, misbehavior). Schools that received the CSI designation had 22 more truancies per year and significantly more assaults on staff members (0.387) than schools with similar academic achievement. We find the CSI designation is unrelated to discipline and misbehavior during the pandemic when school was held virtually, and accountability programs were temporarily paused. That suggests accountability policies like CSI unintentionally increased incidences of discipline and misbehavior.

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Type: Invited Poster Session for AERA Promising Scholarship in Education Research: Dissertation Fellows and Their Research Poster Session (Poster 34)

Authors: briana rodríguez

Time: Friday, April 25 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location: The Colorado Convention Center, Floor: Exhibit Hall Level, Exhibit Hall F – Poster Session

Description: The region referred to as El Salvador is a site of epistemic struggle for Indigenous people. Although only recently legally recognize (2014), Indigenous people continue to steward their knowledge to future generations. One example can be found within one Nawa-Pipil community striving to preserve the Nawat language. This work involves contending with the tension of historical memory by the state and by the people. This writing space seeks to reflect on these tensions as a researcher and community member within this language revitalization program stewarding the distinct variation of Nawat from their region in Los Izalcos, as well as Nawa cosmovision and ancestral medicine. How do we contend with mythmaking? Who is knowledge keeper? What is my/our work?

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Type: Paper Session on Spatial and Temporal Dimensions of Black Student, Family, and Faculty Experiences

Authors: Amber Neal-Stanley (Purdue University), David C. Stanley (Purdue University), Taharka Anderson (University of Texas), and Caleb A. Sewell (University of Pittsburgh)

Time: Friday, April 25 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location: The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 2C

Description: This paper explores the schooling experiences and memories of nine Black introverted men. Grounded in theories of quiet and BlackBoyCrit, the researchers utilized phenomenology to capture the essence of their retroactive experiences, and Interpretative Phenomenological Analysis (IPA) as the analytical strategy. Preliminary data suggest that schools served as sites of racial/gender socialization where Black male introversion was pathologized, problematized, and exploited. Overall, introverted Black boys were often misread and made illegible in U.S. schools, namely, because they did not fit into prescribed conceptualizations or historical caricaturizations of Black masculinity. In this way, this work challenges the anti-Black, essentialist perspectives, misperceptions and projections of Black men and boys that inundate schools, in order to see and be otherwise.

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Type: Roundtable Session on Preservice and In-Service Teacher Education in Mathematics (Table 12)

Authors: Hanan Perlman and Richard J. Correnti

Time: Friday, April 25 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location:  The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1

Description:  Instructional coaching can support teachers’ adoption of effective mathematics instruction, and in turn, positively impact student achievement. This study provides a quasi-experimental design on prospectively matched mathematics teachers receiving job-embedded one-on-one coaching designed to improve conceptual math instruction. Utilizing multiple imputation methods, we present evidence to support an effect of high-quality coaching on ambitious math instruction for a full representative sample of 250 mathematics teachers. This paper demonstrates treatment effects from survey-based and observation measures of the effect of this coaching model to improve teachers’ instructional practices along two central features of effective mathematics teaching and underlying constructs. This contributes to research on the effects of coaching to change instruction and promote students’ conceptual understanding of mathematics.

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Type: Invited Roundtable on The 28th Conversations With Senior Scholars on Advancing Research and Professional Development Related to Black Education

Authors: Eboni M. Zamani-Gallaher (University of Pittsburgh) and Vivian L. Gadsden (University of Pennsylvania)

Time: Friday, April 25 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 2A and 3A (Table 16)

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Type: Symposium on Navigating the Precarity of Disability Intersectionality in the Academy: Stories of Disclosure and “Passing”

Authors: Phillandra Smith

Time: Friday, April 25 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location:  The Colorado Convention Center, Floor: Meeting Room Level, Room 201

Description: Disclosure in higher education requires that individuals make personal and private details of their lives public to have their needs met. While the procedures and experiences of disability disclosure in higher education have been explored in research, there exists a dearth of research on the way intersecting marginalized identities create nuanced experiences with disclosure and disability. The purpose of this study was to better understand the ways race, gender, and immigration status impact how individuals engage with disclosure and disability.

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Type: Paper session on Student Engagement, Identity, and Motivation in STEM

Authors: Zoey Xinyi Zhao, Nathan Cho, Abigail Matela, Colton Siakowski, Sachin Thiagarajan, Vaughn Cooper, and Cassie Quigley

Time: Friday, April 25 from 3:20 to 4:50pm MDT (5:20 to 6:50pm EDT)

Location:  The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 2-3

Description:  Authentic research experiences are crucial for student learning as they demystify complex scientific concepts, boost confidence, scientific literacy, and motivation to consider STEM careers. However, these experiences are often underutilized in high school life science courses and are typically reserved for upper-level classes, less accessible to underrepresented groups, including women, racial and ethnic minorities, and economically disadvantaged students. The EvolvingSTEM curriculum was developed to increase inclusion and engagement in life sciences by integrating scientific practices and core evolutionary concepts through an authentic experiment. Founded in 2014, EvolvingSTEM now reaches over 1000 students annually in 15 high schools across eight states. This study explores the effects of the EvolvingSTEM curriculum on middle and high school students’ STEM occupational identity.

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Type: Roundtable session on Rethinking and Transforming: New Insights into Organizing Schools, Districts, and Systems for Improvement (Table 4)

Authors: Hannah Goldstein and Hayley Weddle

Time: Friday, April 25 from 3:20 to 4:50pm MDT (5:20 to 6:50pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 4

Description: Implementing transformative educational change is deeply complex and contextual. As street-level bureaucrats, teachers exercise agency to support change efforts, but also navigate challenges like program misalignment. In this qualitative case study, situated in an urban middle school implementing a transformational environmental citizenship(EC) program, I draw on interviews and observations to consider; 1. What factors enable and constrain the implementation of a transformative environmental citizenship program? 2. To what extent does program implementation align with the goals and vision of the program and school? Findings suggest that program implementation was constrained by misalignment between program goals and broader school structures, but can be supported by promoting collaboration between program developers and teachers. These insights may inform current and future change efforts.

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Type: Paper Session

Discussant: Brett Ranon Nachman

Time: Friday, April 25 from 3:20 to 4:50pm MDT (5:20 to 6:50pm EDT)

Location: The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3E

Description: Implementing transformative educational change is deeply complex and contextual. As street-level bureaucrats, teachers exercise agency to support change efforts, but also navigate challenges like program misalignment. In this qualitative case study, situated in an urban middle school implementing a transformational environmental citizenship(EC) program, I draw on interviews and observations to consider; 1. What factors enable and constrain the implementation of a transformative environmental citizenship program? 2. To what extent does program implementation align with the goals and vision of the program and school? Findings suggest that program implementation was constrained by misalignment between program goals and broader school structures, but can be supported by promoting collaboration between program developers and teachers. These insights may inform current and future change efforts.

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Type: Business Meeting

Participant: Lori Delale-O’Connor and others

Time: Friday, April 25 from 7:00 to 8:30pm MDT (9:00 to 10:30pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 203

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Type: Business Meeting

Participant: Linda DeAngelo and others

Time: Friday, April 25 from 7:00 to 8:30pm MDT (9:00 to 10:30pm EDT)

Location: The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3H

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Saturday, April 26

Type: Paper Session on Cultural Connections: Latinx Student Voices in Advocacy, Mentoring, and Community Engagement

Authors: Loretta Fernandez (University of Pittsburgh), Erika Abarca Millán (New York University), and Ana Flores (University of Pittsburgh)

Time: Saturday, April 26 from 8:00 to 9:30am MDT (10:00 to 11:30am EDT)

Location: The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3F

Description: In the context of Latinx graduate students’ socio-cultural backgrounds, we conducted a qualitative critical discourse analysis study into how a cohort of Latinx graduate students perceived their mentoring needs and expectations. We delved into the influence of mentoring and advising on their intricate bicultural identities and explored whether these students underwent changes in their relationships with advisors amid the ongoing socio-political events and the COVID-19 pandemic. Findings point to how Latinx students anticipate their advisors recognizing their multifaceted bicultural identities. Furthermore, the study highlighted the students’ acknowledgment of the necessity for support and transparent communication amidst the challenges posed by the COVID-19 pandemic and the prevailing socio-political circumstances.

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Type: Symposium on Resilient Pathways: Toward Political Theories of Action for Achieving Educational Equity

Authors: Heather McCambly (University of Pittsburgh), Román Liera (Montclair State University), and Aireale J. Rodgers (University of Wisconsin)

Discussant: Leigh Patel

Time: Saturday, April 26 from 8:00 to 9:30am MDT (10:00 to 11:30am EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 108

Description: Research on racial equity in faculty hiring has focused on reducing individual and group racial bias in recruitment and hiring practices (Gonzales et al., 2024; O’Meara et al., 2020). Like other problems in higher education (e.g., admissions, participation in STEM), hiring has been rhetorically framed around increasing representation in the professoriate. Unsurprisingly, our attention is most often directed toward how standard hiring processes are racialized to prevent diversification. For example, many universities have used varying tools, from hiring rubrics intended to standardize decision-making (Culpepper et al., 2023) and introduce equity-minded values (Liera, 2020) to “target-of-opportunity” hiring programs intended to recruit diverse candidates outside of traditional hiring (Gasman et al., 2011). At this sociopolitical juncture, we emphasize two shortcomings of such approaches. First, the hire-by-hire and largely voluntary nature of adopting equitable practices has often failed to create large-scale systemic change. Second, the political environment has introduced new constraints and fears about practices that focus explicitly on candidates’ identity demographics. By contrast, our ongoing empirical research on faculty cluster hiring (FCH) across six R1, Historically White Institutions (R1-HWIs) has surfaced an alternative theory of action. Whereas FCH still implicitly targets shifts in faculty demographics, we also note that FCH advances the same end via different means: an organized approach to shifting relevant hiring criteria and sources of power that determine desirable expertise in the academy.

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Type: Roundtable Session on Issues and Solutions for Entering and Completing Doctoral Programs (Table 8)

Authors: Sierra Stern, Gerard Dorve-Lewis, Maggie Miller, and Charlie Diaz

Time: Saturday, April 26 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1

Description: This systematic literature review (Grant & Booth, 2009) examines the features shaping mutually beneficial doctoral advising relationships in research-focused programs. We present findings from qualitative and quantitative empirical articles and theoretical articles that underscore the roles of power dynamics, advisor-advisee relationships, and the implications for doctoral advising. We highlight the disparities that students from marginalized identities face in doctoral advising and outline promising pathways to more equitable advising dynamics from the extant literature. We contribute to the literature on doctoral advising by synthesizing recent scholarship, uplifting equitable practices, and identifying potential areas for future research.

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Type: Invited Speaker Session on The Subject at Large: Regenerating Theory and Practices in Black “Male” Educational Research

Authors: Gene F. McAdoo (University of California – Los Angeles) and Caleb A. Sewell (University of Pittsburgh)

Time: Saturday, April 26 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 1AB

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Type: Paper Session on Confronting Colonial Legacies: Healing and Justice in Environmental Education

Authors: Holly Maribeth Plank (Bowling Green State University), Hillary Chelednik (University of Pittsburgh), and Cassie Quigley (University of Pittsburgh)

Time: Saturday, April 26 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 708

Description: Global environmental crises juxtaposed with the politics of fear, denial, and disinformation, highlights the imperative for a critical, intersectional environmental justice (EJ) movement. This paper outlines the knowledge, skills, and mindsets essential for PreK-12 educators to design and facilitate curricula that integrate EJ through a critical lens effectively. The Critical Environmental Justice for Teaching and Learning framework offers a guide for educators and researchers. This model includes four core practices and multifaceted approaches to equip students to address the complexities of contemporary environmental challenges in ways that center equity. The framework seeks to cultivate environmental literacy and empower youth to dismantle the environmental racism threatening our planet’s future through liberating pedagogies that cultivate problem-solving and commitment to justice.

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Type: Roundtable Session on Bridging Research and Practice: Navigating Challenges in Knowledge Use and Educational Renewal (Table 8)

Authors: Hayley Weddle (University of Pittsburgh), Megan Hopkins (University of California San Diego), Sierra Stern (University of Pittsburgh), and Hannah Goldstein (University of Pittsburgh)

Time: Saturday, April 26 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 2-3

Description: While much scholarship highlights research-practice partnerships (RPPs) as venues for supporting research use, few studies focus on the state level of the education system. This gap is critical to address, as state education agency leaders play influential roles connecting federal and state policy with local practice. Drawing on interview and observation data collected through a cross-state RPP, we examine 26 state education leaders’ use of research in their work focused on English learner policy. Findings reveal how research informed leaders’ development of statewide guidance and served as a protection against rising anti-equity politics. Implications highlight the benefits of RPP collaboration for state leaders, as well as the need to support researchers with building their capacity for partnership work.

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Type: Poster Session on Initial Teacher and Teacher Educator Preparation (Poster 11)

Authors: Hillary Chelednik (University of Pittsburgh), Holly Maribeth Plank (Bowling Green State University), and Cassie Quigley (University of Pittsburgh)

Time: Saturday, April 26 from 5:10 to 6:40pm MDT (7:10 to 8:40pm EDT)

Location: The Colorado Convention Center, Floor: Exhibit Hall Level, Exhibit Hall F – Poster Session

Description: In today’s educational landscape, exposing students to integrated instruction is crucial yet challenging due to competing priorities and instructional time constraints in K-12 education. Transdisciplinary instruction is one way to face these challenges. This study aims to understand how pre-service teachers (PST) shift their mindsets after participating in a workshop on transdisciplinary instruction design and implementation. This research explores the PSTs’ perceived challenges and anticipated benefits associated with adopting transdisciplinary teaching and how it influences their perspectives on curriculum design and implementation. We meet this purpose by answering the research question: How and to what extent do pre-service teachers’ mindsets about content integration as a pedagogical strategy shift after engaging in a workshop that translates theory into practice?

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Type: Business Meeting

Participant: Heather McCambly and others

Time: Saturday, April 26 from 7:00 to 8:30pm MDT (9:00 to 10:30pm EDT)

Location: The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3E

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Sunday, April 27

Type: Symposium

Discussant: Heather McCambly

Time: Sunday, April 27 from 8:00 to 9:30am MDT (10:00 to 11:30am EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 705

Description: Under our current political climate, we see some state policymakers passing reform efforts to advance equity in higher education, while others draft legislation to dismantle it. As scholars committed to educational justice, we examine the intricacies of the policy process to understand how these reforms — some that hold promise, others meant to punish– are implemented. These six papers use distinctive critical policy approaches to understand the underlying forces and mechanisms that influence implementation in postsecondary education. This symposium brings together scholars at the intersection of policy implementation, critical studies, and postsecondary education, offering the field ways to see research as a tool for repair and scholarly inquiry as instigation toward educational justice.

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Type: Roundtable Session on Building Equity-Oriented Communities in Education (Table 2)

Authors: Audrey Buzard

Time: Sunday, April 27 from 8:00 to 9:30am MDT (10:00 to 11:30am EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1

Description: Despite social justice becoming ubiquitous with equity-focused efforts in the field of
education, it remains a widely misunderstood term. Using a qualitative analysis of interview
data from participants of a university collaborative focused on social justice. I investigate how a
diverse set of stakeholders frame the meaning of social justice in relation to the collaborative’s
espoused actions. The findings indicate how participants employed multiple frames to describe
the meaning of social justice and qualities of social justice work. In addition, I found that the
usage of certain frames varied by professional role and experience. This study offers implications
for effective work in social justice and contributes to the existing body of work on social justice
efforts in higher education.

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Type: Paper Session

Chair: Caleb A. Sewell

Time: Sunday, April 27 from 8:00 to 9:30am MDT (10:00 to 11:30am EDT)

Location: The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3F

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Type: Paper Session on Hip Hop in Higher Education: Documenting History, Culture, and Pedagogy

Author: Stephen Walker (University of Pittsburgh), Marlene N. Fares (Kutztown University), and Ian Levy (Rutgers University)

Time: Sunday, April 27 from 9:50 to 11:20am MDT (11:50am to 1:20pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 403

Description: The critical reimagining of educational spaces that take seriously the cultural orientations and lived realities of our students is essential. With our growing population of students of color at a predominantly white institution (PWI), the authors embarked on a qualitative inquiry supported by an institutional grant. As a culture, Hip-Hop has provided a space that brought marginalized communities to the forefront. Sense of belonging is recognized as a factor contributing to persistence to graduation. Utilizing qualitative research methods, the need for a comprehensive understanding, appreciation, and/or experience with Hip-Hop education to strengthen a sense of belonging emerged through the findings. Through Hip-Hop, the PWI campus optimized an influential intercultural counter space that has implications for student learning and development.

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Type: Roundtable Session on Queering Theory and Method: Divinatory, Embodied, and Relational Ways of Knowing (Table 4)

Authors: Justin A. Gutzwa (Michigan State University) and Sergio Gonzalez (University of Pittsburgh)

Time: Sunday, April 27 from 9:50 to 11:20am MDT (11:50am to 1:20pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 2-3

Description: As a growing number of scholars discuss ways to “queer” research methods, this shift towards queerness often is rooted in scholarship and thought that prioritizes white, Eurocentric, colonial modes of knowledge production – coloniality that is at odds with the nature of queer and trans* (QT) subjectivities. This methodological paper adopts decolonial trans* feminism and queer occultism as theoretical approaches to advance an approach to queering research methods we name “divination dialogues,” or the conversations and knowledge production co-produced following a divinatory practice. This work situates spirituality and divination as decolonial and queer epistemologies, highlights how they can be used to shape methodological praxis, and imagines the liberatory potential of these practices for QT communities in education.

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Type: Symposium

Discussants: Morgaen L. Donaldson (University of Connecticut) and Joshua Bleiberg (University of Pittsburgh)

Time: Sunday, April 27 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 707

Description: Many administrators, researchers, and policymakers worry about the ability of schools, and particularly schools serving educationally marginalized students, to effectively recruit and retain teachers and other staff. This session brings together four papers presenting novel evidence about how state and local policies facilitate – and have the potential to facilitate – strategic school staffing practices. Collectively they contribute to our theoretical understanding of strategic human resource management in schools while also providing guidance for policymakers and school leaders looking to staff schools efficiently and effectively.

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Type: Poster Session on Teacher and Teacher Educator Learning

Authors: Lindsay Clare Matsumura, Marquerite E. Walsh, Tianwen Li, Dena Zook-Howell, Richard J. Correnti, and Diane Litman

Time: Sunday, April 27 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location: The Colorado Convention Center, Floor: Exhibit Hall Level, Exhibit Hall F

Description: In the present study, we investigate the potential of generative AI (ChatGPT 4) for choosing segments from teachers’ videoed classroom discussions to discuss in a post-conference. Drawing on data from a study of a successful, video-based coaching program, we compare segments chosen by GPT 4 and by an expert coach. Our emerging results suggest that ChatGPT has significant potential for selecting coachable moments to support a productive coaching conversation. Over half of the ChatGPT selected segments were rated the same or close to the quality of the expert coach. Reasons for lower ratings of ChatGPT-selected segments included being overly long, too short, or showing multiple discrete interactions rendering it difficult to identify a focal issue for discussion.

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Type: Workshop

Participants: Hayley Weddle and others

Time: Sunday, April 27 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 703

Description: Mixed methods research (MMR) designs can help us answer important questions for education policy. For instance, MMR studies can provide evidence for why educational interventions succeed or fail, the conditions and contexts that best support them, and explanations for why some groups respond differently to treatment. Yet, the full range and flexibility offered by mixed methods and methodologies has yet to be fully embraced by the education policy research community. This workshop will bring together mixed methods researchers to discuss the value and practice of MMR in education policy. Drawing on small-group work and participant expertise, we will articulate a future for MMR and discuss emergent and novel uses of MMR in policy.

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Type: Roundtable Session on Consciousness and Future Possibilities: Rethinking Discipline and Carcerality (Table 11)

Authors: Deanna Ibrahim (University of Pittsburgh), Shakira Thompson (New York University), and Erin B. Godfrey (New York University)

Time: Sunday, April 27 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 2-3

Description: Critical consciousness (CC) is a framework that can contribute to the growth of equitable educational spaces and the thriving of students of color, but more work is needed to understand how contexts contribute to CC. The current study leverages qualitative analyses to highlight the ways in which youth of color describe settings conducive to CC. Thirty-five youth of color completed a semi-structured interview with the Stanford Civic Purpose Project (Damon, 2011-2013); interviews were coded and analyzed using a flexible coding approach. The results show that school and extracurricular programs can contribute to CC by providing support for youth’s self-expression around issues that matter to them. These findings inform theory on CC development and practice towards creating more equitable educational spaces.

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Type: Invited Roundtable on Examining Indigenous Education: Culturally Responsive Curriculum, Language Reclamation, and Storywork (Table 8)

Authors: briana rodríguez

Time: Sunday, April 27 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 2A and 3A

Description: Indigenous communities are tired of being used to help advance research for the sake of extraction and publication. They demand of researchers to abide by the principles of relationality in the community when working in collaboration in education and research projects, whether there is a shared cultural and historical memory. This autoethnography applies Indigenous Storywork methodology to explore two principles (respect and reciprocity) and asks: What are the relational considerations of research with Indigenous peoples for political education in Guatemala and El Salvador?

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Type: Invited Roundtable on Policy Issues in Secondary and Postsecondary Education: Absenteeism, Cell Phones, and Student Debt (Table 14)

Authors: Anali Silva Puentes

Time: Sunday, April 27 from 11:40am to 1:10pm MDT (1:40 to 3:10pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Mile High Ballroom 2A and 3A

Description: In Pennsylvania, truancy policies are governed by the state’s Compulsory Attendance Laws, which aim to address unexcused absences and hold parents accountable for their children’s school attendance (Pennsylvania Department of Education, 2016.) These policies include using School Attendance Improvement Plans (SAIPs) designed to tackle underlying causes of truancy, such as mental health issues, family challenges, and other barriers to attendance. I argue that these policies might negatively impact migrant students, who face unique challenges. Some migrant students often experience frequent mobility, which can disrupt their education, especially if they are dealing with housing insecurity. This guides my inquiry on how might these policies, which are intended to reduce absenteeism, actually be causing significant harm to migrant families and children.

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Type: Paper Session on Embracing Diverse Minds: Autism and Accessibility in Academia

Authors: Karly Ball Isaacson (Michigan State University), Bradley E. Cox (Michigan State University), and Brett Ranon Nachman (University of Pittsburgh)

Time: Sunday, April 27 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 111

Description: Although numerous studies have highlighted the importance of understanding autistic college student success, little remains known about autistic students who simultaneously navigate both autism and other co-occurring disabilities during college. To better support this population, it becomes paramount to understand the unique challenges of navigating both autism and co-occurring disabilities during college. Using an applied thematic analysis of 42 semi-structured interviews among autistic undergraduate students who identified as having co-occurring disabilities, this study addresses the following question: What key challenges do students describe in navigating both autism and other co-occurring disability/ies during college?

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Type: Paper Session on Mapping Success: Pathways From Admission to Graduation

Authors: Thomas Akiva, Tinukwa Boulder, Jill Perry, and Rachel Robertson

Time: Sunday, April 27 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location: The Colorado Convention Center, Floor: Meeting Room Level, Room 605

Description: Our EdD program (member of CPED) features in-person days coupled with online learning. We spent two pandemic years fully online. When we went back in person in 2022, the world had changed. Travel costs increased and many students now expect online accommodations. Others expressed relief and joy at being back in person. How should hybrid programs balance these factors? We spent a year studying this, with faculty meetings, student focus groups, and a student survey (N=90 responses). Our primary finding was bimodal: one group was strongly committed to in-person learning and for another group, the convenience and lower cost of online learning was dominant. Moving forward, hybrid programs must find ways to balance modalities in ways that meet current realities.

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Type: Roundtable Session on Supporting Language and Literacy Across Multiple Disciplines (Table 10)

Authors: Benjamin Pierce (University of Pittsburgh), Richard J. Correnti (University of Pittsburgh), and Amy C. Crosson (Penn State University)

Time: Sunday, April 27 from 1:30 to 3:00pm MDT (3:30 to 5:00pm EDT)

Location: The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 1

Description: We examined the growth over time of student argument writing ability during the course of an instructional intervention focused on developing student argumentation skills through dialogic interaction. Prior research has shown mixed results for such interventions. Using a repeated measures growth analysis, the study found significant linear growth in students’ argument writing skills over the intervention period, both in overall scores and specific argumentation skills. The study highlights the potential for structured, discussion-based interventions to improve student argument writing and provides insight into the supports that may facilitate the developmental trajectory of these abilities. It also addresses the shortage of longitudinal growth analyses in the argument writing literature.

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Pitt Education Participants

Chetachukwu Uchenna Agwoeme
Thomas Akiva
Joshua Bleiberg
Tinukwa Boulder
Audrey Buzard
Hillary Chelednik
Richard J. Correnti
T. Elon Dancy II
Linda DeAngelo
Lori Delale-O’Connor
Charlie Diaz
Gerard Dorve-Lewis
Loretta Fernandez
Hannah Goldstein

Sergio Gonzalez
Deanna Ibrahim
Mahati Kopparla
Lindsay Clare Matsumura
Heather McCambly
Tracy Medrano
Maggie Miller
Gianina Morales
Brett Ranon Nachman
Esohe Osai
Leigh Patel
Hanan Perlman
Cassie Quigley
Rachel Robertson

briana rodríguez
Andrea Sachdeva
Caleb A. Sewell
Jill Perry
Anali Silva Puentes
Ai Shao
Phillandra Smith
Jaclyn Rose Spiezia
Sierra Stern
Stephen Walker
Hayley Weddle
Tetsuya Yamada
Alecia Dawn Young
Eboni M. Zamani-Gallaher
Zoey Zhao

Questions?

To update your information on this page, please contact Greg Latshaw at glatshaw@pitt.edu.

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