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Research focusing on today's most pressing issues in education will be presented by ���ߺ��� ���ߺ��� faculty and students at the American Educational Research Association's annual meeting April 16 - 20 in Chicago. The theme of this year's AERA meeting is "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis."

UW ���ߺ��� researchers will discuss redesigning AP courses to better serve underserved students, building collective learning communities of teachers, fostering stronger engagement by parents and families in efforts towards educational equity, how teachers serve undocumented youth, and much more during the conference.

A special session on April 17 will honor the life and work of influential education scholar John Goodlad, who created UW's Center for Educational Renewal to conduct research on teacher education and school renewal. "Reflecting on John Goodlad: His Legacy, Our Renewal," will take place from 10:35 a.m. to 12:05 p.m. in Hyatt West Tower, Gold Level, and feature remarks by some of the nation's top education scholars.

To see abstracts from all UW ���ߺ��� researchers presenting at AERA, Schedule is subject to change and sessions are Central time.

Featured sessions highlighting UW research include: 

Ann Ishimaru
Policy debates about educational equity often overlook or disregard the voices of the students, parents, families and communities who are impacted the most by educational disparities. This paper brings together a framework of equitable collaboration from education organizing with agency-based institutional perspectives to illuminate how non-dominant parents and families might develop a sense of collective agency along with educators to forge new shared interests towards systemic transformation and educational equity. These concepts are examined through one district’s efforts to build equitable collaboration through a parent-educator design process to create a parent education curriculum. UW researchers draw on data from a two-year case study and design-based implementation research project in the district.
April 16, 2:15 to 3:45 p.m.
Swissotel, Event Centre Second Level, Vevey 4

Walter Parker, Sheila Valencia, Jane Lo
The Advanced Placement program is the main brand of “rigorous” coursework in the United States, and its U.S. Government and Politics course is one of the most enrolled. Yet there is concern that the quality of AP lags research on how people learn and what counts as learning. Using design-based implementation research in partnership with four school systems, UW researchers have developed, implemented and investigated a project-based approach to the AP Government course with three goals: (1) same or higher scores on the AP test, (2) deeper, actionable learning, and (3) success for a wider array of students, especially underserved students who are increasingly gaining access to the course. Researchers will discuss their findings related to curriculum, instruction and resources.
April 18, 10:35 a.m. to 12:05 p.m.
Swissotel, Lucerne Level, Lucerne III

Rebecca Lewis, Lynsey Gibbons, Allison Beth Hintz, Elham Kazemi
Teachers need substantial support to reorganize their practices so that they build on what students do as they attempt to solve challenging tasks towards specific learning goals. UW researchers examine a school-university partnership that has successfully supported instructional leaders to assist teachers in developing ambitious instructional practices in elementary mathematics, resulting in greater learning gains for students based on locally created assessments and state assessments. Specifically, the session will examine an organizational routine—the Teacher Time Out (TTO)—that was organically established as coaches co-created a learning culture where classroom instructional practices are co-developed and revised in the moment. UW researchers discuss how the routine of TTO supported teachers’ collective learning and the development of school-wide community.
April 19, 8:15 to 9:45 a.m.
Marriott, Fifth Level, Los Angeles/Miami

Dafney Blanca Dabach
This paper sheds light on how teachers served undocumented youth by deliberately interrupting status-quo silences on documentation status in school settings. Results are based on ethnographic data from a four-year multi-sited ethnography of the daily lives of undocumented youth as they navigated school, work and family as well as a year-long ethnographic study of four high school teachers of immigrant youth. Results illustrate the various ways that teachers navigated teaching in settings with undocumented youth. This work aims to raise visibility and begin conversations about the place of undocumented status in teachers’ practice. By examining teachers’ situated practice with immigrant undocumented youth and making this knowledge explicit, UW researchers contribute to building a base for teachers to better understand, conceptualize and imagine alternative responses to status-quo silences.
April 19, 2:15 to 3:45 p.m.
Marriott, Sixth Level, Lincolnshire

Additional UW ���ߺ��� research featured, among others:

Meredith Honig
April 19, 4:05 to 5:35 p.m.
Marriott, Fourth Level, Grace

Megan Bang
April 17, 12:25 to 1:55 p.m.
Hyatt, West Tower - Green Level, Crystal C

Charlene Nolan, Gabriel de los Angeles
April 17, 2:15 to 3:45 p.m.
Sheraton, Second Level, Colorado

Ken Zeichner, Michael Bowman, Lorena Guillen, Kate Napolitan
April 18, 2:45 to 4:15 p.m.
Hyatt, West Tower - Gold Level, Regency AB

Kenneth Zeichner, Jesslyn Hollar
April 19, 10:35 a.m. to 12:05 p.m.
Marriott, Fifth Level, Chicago FGH

Elham Kazemi, Rebecca Lewis
April 19, 12:25 to 1:55 p.m.
Sheraton, Second Level, Ontario

Deana Scipio, Elaine Renee Klein, Andrew Shouse
April 19, 12:25 to 1:55 p.m.
Sheraton, Second Level, Arkansas

Contact

Dustin Wunderlich, Director for Marketing and Communications

206-543-1035, dwunder@uw.edu