<![CDATA[AERA Division A Newsletter - GRADUATE STUDENT CORNER]]>Wed, 14 Feb 2018 04:22:01 -0800Weebly<![CDATA[Become a committee member!]]>Mon, 12 Feb 2018 16:18:05 GMThttp://aeradivisiona.org/graduate-student-corner/become-a-committee-memberOver the course of the year, you've met the different committee members that contribute to your Division A Graduate Student Committee. Here are the final three members who have contributed this year.

Please consider applying to be a committee member! The call of AERA Division A graduate student applications is now open, but all applications must be received electronically by Friday, March 2, 2018. Email completed applications to Donna Druery at donna.druery@tamu.edu.

Apply for (1) incoming junior representative and (2) one-year committee member appointments (See more details below). To apply, both appointments require a submission of your CV and a 500 word statement of interest. Graduate students who apply for the junior representative position will automatically be considered for committee member positions. If you would like to be considered for only one of the positions or if you will graduate in May 2019 and are only eligible for a one-year committee member appointment, then please specify that in your statement of interest.

meet three current committee members

Bryan Duarte, Foster-Polite Scholarship Chair, is a third-year doctoral student in Educational Leadership and Policy Studies at the University of Texas at San Antonio.  In addition to his doctoral studies, he serves as a doctoral fellow and graduate research assistant.  His research interests take a critical policy analytical approach to teacher turnover and retention, teacher agency, and school improvement in high-poverty schools.  Bryan is a former eighth and ninth grade history and English teacher.
Courtney Mauldin, Communications Co-Chair, is a second year PhD student in Educational Leadership at Michigan State University. She is a professional licensed teacher for grades K-12, and has formerly taught lower and upper elementary school four years prior to graduate school. Her research interests encompass culturally responsive/sustaining school level leadership and its influence on schooling for students of color. In addition to her doctoral studies, Courtney is a research assistant in the Teacher Education and Educational Leadership department at Michigan State University. As Communications Co-Chair, she manages Division A’s social media presence online and assists in curating content for outgoing newsletter communications. Courtney holds a B.A. in Communication Studies and an M.Ed. in Instructional Practice. She is an avid volunteer and continues to mentor first-year teachers in developing social justice oriented lessons and fostering equitable learning environments.
Julie Kallio, Communications Co-Chair, is a doctoral student in Educational Leadership and Policy Analysis at the University of Wisconsin – Madison. She is also the research director for the Personalization in Practice – Networked Improvement Community, a IES grant-funded position to bring together teachers to do participatory design work around emerging practices. Her research interests include the design of physical learning spaces, design processes, professional community, organizational theory, social networks. Julie previously taught in outdoor education and independent schools for 9 years, leading technology integration, teaching science, and dorm parenting. She received her M.S. in Science Education from Montana State University and her B.S. in Biology and French from the University of Wisconsin – Madison.
 
Website: www.juliekallio.com
Twitter: www.twitter.com/pdxkal

Description of responsibilities

(1) CALL  FOR APPLICATIONS FOR THE 2019-2021 DIVISION A GRADUATE STUDENT REPRESENTATIVE POSITION 
 
AERA Division A (Administration, Organization and Leadership) invites applications for a two-year appointment to serve as Graduate Student Representative in Division A and in the AERA Graduate Student Council (GSC). To be considered, applicants must be full-time graduate students through May 2021 and should have leadership experience and a strong interest in leadership and mentoring of graduate students in Division A and AERA. The position offers a unique opportunity to get involved in Division A matters and to work closely with scholars in the field. Other benefits of the position include meeting and working with graduate students both within Division A and from different disciplines. In year one, the Junior Graduate Student Representative works closely with the Senior Representative (Donna M. Druery) in the capacities of the position as listed below. In year two, the Junior Representative moves up to Senior Graduate Student Representative and mentors the incoming Junior Representative on all Division A and AERA activities. Senior Representatives attend the AERA Coordinated Committee Meeting (CCM) with expenses paid. Both Junior and Senior representatives are expected to attend the fall convention for the University Council of Educational Administration (UCEA) and the annual meeting of the American Educational Research Association (AERA). Junior and Senior Representatives receive a stipend to support their travel to the AERA annual meeting. 

Description of Responsibilities: 
• Student advocacy, community building and self-governance 
• Communicate with students and faculty about opportunities for graduate student involvement in AERA, Division A and UCEA 
• Direct and coordinate initiatives to extend participation in Division A for graduate students 
• Support and coordinate tasks of Division A Graduate Student Committee Members 
• Plan the Division A Fireside Chat for AERA annual meeting 
• Continue to build and strengthen current sessions available for Division A graduate student members and potential members at AERA as well as mentoring 
• Direct and coordinate the Foster Polite scholarship program. 
• Contribute to the planning of graduate student events for the UCEA convention with Division L graduate student representatives and UCEA 
• Contribute to AERA Graduate Student Council activities (GSC) activities and initiatives 
• Establish relationships and collaboration with graduate students across other AERA Divisions 
 
Graduate students who are interested in applying for the position submit: 
• an updated vita 
• a 500 word statement of interest explaining how you are involved in Division A and experiences that may have prepared you for this position. 
 
(2) CALL FOR APPLICATIONS FOR THE 2018-2019 DIVISION A GRADUATE STUDENT COMMITTEE MEMBERS 
 
AERA Division A (Administration, Organization and Leadership) invites applications for a one-year appointment to serve as Graduate Student Committee Member in Division A. To be considered, applicants must be full-time graduate students through May 2020. Applicants for both positions should have leadership experience and a strong interest in leadership and mentoring of graduate students in Division A and AERA. The position offers a unique opportunity to get involved in Division A matters and to work closely with scholars in the field. Other benefits of the position include meeting and working with graduate students both within Division A and from different disciplines. Graduate Student Committee Members works closely with the Senior and Junior Representative and assume responsibility for the duties as listed below. Committee Members are encouraged to attend the fall convention for the University Council of Educational Administration (UCEA) and the annual meeting of the American Educational Research Association (AERA). 
Description of Responsibilities: 
• Assist Junior and Senior Representatives with annual meeting planning 
• Student advocacy 
• Self-governance 
• Communicate with students and faculty about opportunities for graduate student involvement in AERA, Division A and UCEA 
• Create announcements for upcoming events and scholarships 
• Coordinate the annual AERA Division A Foster Polite Scholarship and Dialogic Forum 
• Coordinate the graduate student work-in-progress roundtable session at AERA 
• Write newsletter articles for the fall, spring and summer Division A and GSC newsletters 
 
Graduate students who are interested in applying for the position should submit: 
• an updated vita 
• a 500 word statement of interest explaining how you are involved in Division A and experiences that may have prepared you for this position.
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<![CDATA[ICYMI: February Connect Series]]>Mon, 12 Feb 2018 16:08:39 GMThttp://aeradivisiona.org/graduate-student-corner/icymi-february-connect-seriesPicture
In Case You Missed It, you can still watch the connect series! Your host is GSC member Brandon Clark.

Theme: Educational Leadership and Teacher Support
Featuring:
Dr. Jason Salisbury, University of Illinois - Chicago
Dr. Kristen Shawn Huggins, Washington State University
Dr. Hans Klar, Clemson University

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<![CDATA[Call for applications - 2018 AERA foster-polite scholarship]]>Tue, 23 Jan 2018 22:56:54 GMThttp://aeradivisiona.org/graduate-student-corner/call-for-applications-2018-aera-foster-polite-scholarshipPicture
Need funding for New York? Have a paper accepted to Division A? Apply for the Foster-Polite Scholarship!

Deadline is February 7th, 2018.

Purpose:
The purpose of this scholarship is to recognize and promote scholarly excellence in doctoral students who are members of Division A and who are enrolled in an educational administration, school leadership, or related program.


Award:
Four awardees will receive $500 to assist with expenses related to attending the AERA Annual Meeting in April 2018 in New York City, NY.


Application:
Email completed applications to fosterpolitescholarship@gmail.com with the subject line “2018 Foster-Polite Scholarship Application.” Applications must be submitted by 11:59 p.m. EST on February 7th, 2018.


Application must include:

  • A blinded (no name or university) electronic copy of an accepted proposal.
  • An electronic copy of the acceptance notification from AERA (pdf format).
  • A 250-word personal statement on the significance of the scholarship to your professional development and/or participation in the annual meeting.
  • Personal information including: name, phone number, e-mail address, and institution.

Applicant criteria for eligibility:
  • Applicant is a member of AERA Division A at the time of submission.
  • Applicant is a current graduate student.
  • Applicant is the single or first author on a paper or poster submission accepted for presentation for any session of Division A at the 2018 AERA Annual Meeting.
  • Applicant will attend the Division A Business Meeting to receive the award.

All applications will be blind-reviewed by Division A Graduate Student Committee representatives and former Foster-Polite Scholarship awardees. Late applications, incomplete applications, and unblinded proposals will not be reviewed.

Decisions will be sent via email on March 5, 2018.

​Best regards,
Bryan J Duarte
Foster-Polite Scholarship Chair

Deadline extended for the Dialogic forum

Extended Deadline is January 29th, 2018.

Description: The Div A Dialogic Forum submission deadline has been extended one final time. Are you a graduate student whose proposal was not accepted to the AERA annual meeting, but you are still interested in sharing and getting feedback on your scholarly work? Did the holidays move too quickly and you missed the initial deadline for the Division A GSC Dialogic Forum?

Good news, the deadline has been extended! Applications are now due January 29, 2018. Please visit the following link for further details: Dialogic Forum. Also see the attached call. If you have questions, please contact Nakia Gray-Nicolas at nakiagraynicolas@nyu.edu.
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<![CDATA[December connect series]]>Wed, 13 Dec 2017 21:54:49 GMThttp://aeradivisiona.org/graduate-student-corner/december-connect-seriesPicture
Another great connect series hosted by GSC member Brandon Clark. Enjoy this discussion with these leaders in research on educational technology and leadership.
This conversation addresses,
1) What is technology leadership in education? 
2) What are the guiding tenets of technology leadership in education?
3) What are the challenges faced by technology leaders in schools? 
4) How can technology leadership enhance social justice in education? 
5) How can technology leadership enhance school leader preparation, practices, and policies?

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<![CDATA[UCEA Recap and opportunities to apply for!]]>Wed, 13 Dec 2017 21:31:43 GMThttp://aeradivisiona.org/graduate-student-corner/ucea-recap-and-opportunities-to-apply-forUCEA conference recap Picture
From Junior Rep. Donna Druery:

​The UCEA conference on November 14-19th in Denver, Colorado was a rousing success. One of the Division A planning meetings was held with Dr. Michael Dantley, Dr. Susan Faircloth, Dr. Cristobal Rodriguez, Dr. Rosa Rivera-McCuthchen, Senior Rep, Wei-Ling Sun, and Jr. Rep. Donna Druery. Dr. Rivera-McCuthchen provided information on AERA proposals for 2018 in new York City.  Their meeting was in the Bronx and she stated there were lots of proposals committed. One of the future ideas for the committee is working with universities that have meeting sites. The attendees also discussed the on-going planning information and decisions for Foster-Polite and the Dialogic Forum, along with the success of the Connect Series. 

There will be several opportunities for positions will be available for the 2018-2020 school year. One of those positions will be for Junior Representative. Wei-Ling Sun (University of Texas) is currently serving as Division A Senior Representative and Donna Druery (Texas A&M University) is serving as Junior Rep. Please consider applying the Junior Rep position! Applications for Junior Representative will go out in January. Requirement: Must be a Graduate student until 2020.

UCEA Graduate student summit recap

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From Nakia M. Gray-Nicolas, Ed.D., Dialogica Forum Chair and UCEA GSC Member:

The 2017 UCEA Graduate Student Summit brought in over 200 graduate students form partner institutions and even non-partner institutions. Graduate students were able to participate in roundtable sessions, paper sessions that included mentor feedback, and panel programming aimed at professional and person growth. To close the GSS, Master Professor Award winner Dr. Margaret Grogan shared tips for maintaining balance in academia.

apply for the foster polite scholarship

Presenting at AERA in NYC?  Need travel funds?
The Foster-Polite scholarship offers a $500 stipend to four graduate students who are members of Division A and who are accepted for the AERA Annual Meeting. Look out for an official call for applications in January.  For inquiries please contact
fosterpolitescholarship@gmail.com

apply to the dialogic forum

Are you a graduate student whose proposal was not accepted to the AERA conference but you are still interested in sharing and getting feedback on your scholarly work? If so, please consider applying to the Div A Dialogic Forum. Applications are due January 5th, 2018. Please visit the link for further details.
https://drive.google.com/file/d/1g_DPOPJ110ZYOeIsZTPDfYZ-I5Bg81-N/view?usp=sharing
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<![CDATA[Connect with us...]]>Tue, 07 Nov 2017 18:30:35 GMThttp://aeradivisiona.org/graduate-student-corner/connect-with-usat the Ucea conference
Come to a session put on by graduate students from AERA Divisions A & L:

Moving Beyond Publish or Perish: Professors and Graduate Students Publishing with Passion, Saturday Nov. 18, 7:00-7:45am.


Graduate students are often given the sage advice to publish in top tier journals and to have multiple publications under their belt by the time they graduate. Although, this is sage advice, it is no secret that many struggle to achieve this goal, while at the same time, publishing in a manner they feel is reaching educators and policy makers in an accessible, authentic medium. This panel of professors and graduate students speak candidly about how they grapple with this dilemma to continually work toward publications that are reflective of their passion for research and educational improvement. Graduate students will have the opportunity to ask questions throughout the session and become aware of more diverse outlets for publication opportunities.

Facilitator:
Amanda Jo Cordova, University of Texas at San Antonio

Participants:
Juan Manuel Niño, University of Texas at San Antonio
Julian Vasquez Heilig, California State University Sacramento
Dessynie Edwards, Texas A&M University
Gretchen Givens Generett, Duquesne University
Bryan J Duarte, University of Texas at San Antonio
​Liliana Estella Castrellon, University of Utah

through the October Connect SEries

The Connect Series is an initiative sponsored by the AERA Division A Graduate Student Committee which features a sequence of virtual, real-time sessions broadcast monthly throughout the academic year.

Each session features different scholar/practitioner panelists and focuses on a unique theme related to educational leadership, organizations, and policy. The guest panelists for this session include Dr. Lisa Bass, North Carolina State University, and Dr. Martin Scanlan, Boston College.

with Your Committee Members

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Junior Representative, Donna M. Druery is a PhD student in Educational Administration at Texas A&M University. Donna holds certifications in Superintendency, as an English Language Arts teacher, (6th -12th grade), and in College Teaching.  In Summer, 2018, she will also hold a certificate in Nonprofit Management from the George Bush School of Government & Public Service at Texas A&M University. Donna earned her M.Ed. in Educational Administration from Sam Houston State University and her B.A. in English with double minors in Business Administration and Speech Communication at Texas A&M University and an A.A. in Business Administration at Blinn College. Donna also serves as a Graduate Research Assistant and has worked on multi-million dollar grants related to English Language Learning and Acquisition. Her research focuses on charter school and school choice, educational policy-making at the national, state, and local levels, community-school-university collaboration, nonprofits, first generation college students’ access to college, social justice, and culturally responsive leadership and education. Donna volunteers her time in the community tutoring and assisting first generation college students with financial aid assistance, course arrangements, goal setting, and college enrollment applications.  

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​UCEA Publishing Session Chair, Amanda Cordova is a doctoral fellow at the University of Texas at San Antonio pursuing her doctoral degree in Educational Leadership & Policy Studies. She has a master’s degree in Social work and Educational Leadership & Policy Studies.  As a member of the AERA Division A Graduate Student Council, she is a lead reviewer for the Foster Polite Scholarship and Chair of the UCEA Publishing Session. Her research interests include gender inequity, educational patriarchy, social justice, and equitable educational pathways. She has worked as a social worker, teacher, and graduate research assistant. 

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Connect Series Chair, Brandon Clark is a Ph.D. student and graduate research assistant in the Educational Leadership, Organizations, and Policy program in the School of Education at Iowa State University. His research interests include educational leadership for social justice, principal intersectionality, cross-cultural and international comparisons of effective leadership, and principals’ influence on student achievement. As a Connect Series Chair, Brandon facilitates a sequence of virtual, real-time sessions with scholars and practitioners that focus on unique themes related to educational policy, organization, leadership, and preparation. Brandon holds a M.S. in Interdisciplinary Graduate Studies and a B.S. in Business with majors in Marketing and Management. 

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<![CDATA[fall greetings]]>Mon, 11 Sep 2017 14:19:20 GMThttp://aeradivisiona.org/graduate-student-corner/fall-greetingsPictureWei-Ling Sun, Senior Representative
Dear Division A graduate student members:
 
Greetings! I hope you have a relaxing and productive summer break. As many disheartening events happened all over the world in the past months, we as future leaders and researchers have more responsibilities than ever to set examples as global citizens. I am proud to announce that our new GSC team will continue creating an inclusive culture to serve our graduate student members and will keep carrying our Division A’s vision to not only prevent but also confront the prevalence of racism, sexism, classism, homophobia, Islamophobia, nativism, and all other –isms or phobias that dehumanize individuals and obstruct societal reforms.  Our 2018 Graduate Student Committee members are a group of graduate students who are compassionate in various social issues with rich experiences in educational leadership, academic scholarship, and public service. All of our GSC members are active participants of AERA and UCEA. Many of them are either current or former AERA or UCEA fellowship/scholarship recipients. Our 2018 Junior Graduate Representative, Donna Druery, is a current Barbara Jackson Scholar with extensive experiences in mentoring women leaders.
 
It has been delightful working with this dream team.  Our Junior Representative, Donna, has been busy shadowing all the tasks I am assigned to do. The Connect Series Co-Chairs, Brandon and Guillermo, incorporated our GSC members and graduate student members’ voices to finalize topics and guest speakers for the rest of the semester. The Communication Co-Chairs, Julie and Courtney, have been diligently updating and managing Div. A Graduate Student Corner newsletters and other social media platforms. Our lead reviewers, Davis, Amanda, and Abby, will work with the Dialogic Forum Chair, Nakia, and the Foster-Polite Scholarship Chair, Bryan, to select scholarship/fellowship recipients with outstanding scholarly works. Last, but not least, the UCEA Publishing Session Chair, Amanda, will work with UCEA and Division L graduate representatives to provide a publication mentorship session in the 2018 UCEA Convention in November.  
 
I hope all of our Division A graduate student members are as excited as me about the wonderful services and opportunities our GSC team provides. You are part of this community; and your voices count. Your voices and feedback will help us provide an inclusive environment that reflects our members’ needs. If you have not yet followed any of our social media, please do.
 
Website: http://aeradivisiona.org/graduate-student-corner.html 
Twitter: @DivisionAGSC
Facebook: https://www.facebook.com/AeraDivisionA
YouTube: https://www.youtube.com/channel/UC8eqOxlsBBw73budrEum0yQ 
 
Also, don’t forget to sign up our AERA Division A graduate student listserv. You can do that on the AERA official website. If you have, stay tuned. We will send out announcements soon!

Your committee members 

Throughout the year, we will highlight our graduate students representatives:
Abby Mahone is pursuing a doctoral degree in Educational Leadership at Lehigh University. Building on over 100 years of research, her dissertation utilizes quantitative analyses to investigate the relationship between how principals spend their time and school contexts, including student performance and academic growth. Additional research interests include principal preparation, teacher effectiveness, and school turnaround. Prior to her doctoral study, Abby taught for nearly a decade in independent and charter schools. Highlights of her teaching career include creating and implementing curriculum for a new environmental charter school, engaging sixth graders in the study of ancient history, and directing the yearly middle school musical. Abby holds a B.A. in Theatre from Muhlenberg College, as well as a M.Ed in Globalization and Educational Change from Lehigh University.
Nakia Gray-Nicolas is a doctoral candidate in Educational Leadership at the Steinhardt School of Education, Culture and Human Development at New York University.  Her dissertation research focuses on interrogating the purpose and effectiveness of and access to pre-college transition programs as they relate to the college readiness of traditionally marginalized populations. Nakia has over 10 years of combined experience in non-profit, secondary education, and higher education. Prior to entering her doctoral program, she worked at a non-profit organization as a program coordinator and eventually the youth services director, and then as a middle school English teacher. While enrolled in her program she worked as a college transition program director and now works as a college lecturer teaching first-year seminar and research courses. Nakia holds a B.A. in English from Cornell University and two Master of Science degrees (English Education and Inclusive Special Education) from the Syracuse University Graduate School of Education. Nakia is also an avid volunteer and continues to mentor high school and college students.
Davis Clement, M.Ed., is a Ph.D. candidate in Educational Policy, Planning, and Leadership at the William & Mary School of Education. Formerly, he taught middle school humanities to sixth-, seventh-, and eighth-graders in Little Rock, Arkansas. Davis was the editor-in-chief of the William & Mary Educational Review for two years, and he has three ongoing studies in schools at the moment: one on high school student engagement and resistance, another on the characteristics of vibrant school climates, and a longitudinal discourse analysis of large school district strategic planning in the age of NCLB/RttT/ESSA. His dissertation, which he expects to defend in spring of 2018, is a critical policy analysis and Critical Race counternarrative of the recent state takeover of Little Rock School District and dissolution of the Little Rock School Board. ​​

Graduate student publications

We want to recognize the publications of our Division A graduate students! If you have recently published a paper that you would like to be featured here, please email your communication co-chair, Julie Kallio.
Atef, A. & Mahdi, M. (2017). A teacher and students' transformation at a time of war: A case from Yemen. In S. Baily, F. Shahrokhi, & T. Carsillo (Eds.), Experiments in agency: a global partnership to transform teacher research (pp. 57-76). Rotterdam, the Netherlands: Sense Publishers.
 
Clement, D., Fries, B. R., Postma, M., & Zhang, B. (2015). Informed interaction: A funds of knowledge approach to students in poverty. William & Mary Educational Review, 3(2). 58–69.   
 
Duckor, B., & Holmberg, C. (2017). Mastering formative assessment Moves: 7 high-leverage practices to advance student learning. Alexandria, VA: ASCD
 
Evans, C. M. (2017). Interpersonal communication application to leadership. In V.C.X. Wang (Ed.), Encyclopedia of Strategic Leadership and Management (pp.296-316). Hershey, PA: IGI Global. DOI: 10.4018/978-1- 5225-1049- 9.ch022
 
Evans, C. M. (2016).  Book Review of Andragogical and Pedagogical Methods for Curriculum and Program Development, by V. C. X. Wang & V. C. Bryan. International Journal of Adult Vocational Education and Technology, Hershey, PA: IGI Global 7(3), 95-95.
 
Fakunle, L., Allison, P. & Fordyce, K. (2016). Chinese postgraduate students’ perspectives on developing critical thinking on a UK Education Masters. Journal of Curriculum and Teaching, 5(1), 27-38.
 
Flood, J. T., and Roberts, J. (2017). The evolving nature of higher education accreditation: Legal considerations for institutional research leaders. New Directions for Institutional Research,2016(172), 73-84. doi:10.1002/ir.20205. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/ir.20205/full
 
Jenkins, T. S., Jaksch, M. L., Endsley, C. L., & Keith, A. R., (Eds.). (2017). The open mic night: Campus programs that champion college student voice and engagement. S.l.: Stylus Publishing.
 
Liles,. V., Druery, D.M., Matthews, Y., Larke, P.J., & Webb-Hasan, G. (2017).  Community service learning roles in the education of African American girls.  In P.J. Larke, G. Webb-Hasan, and J.L. Young. (Eds)., Cultivating achievement, respect, and empowerment for African American Girls in preK-12 settings: Implications for access, equity, and achievement.  North Carolina: Information Age Publishing. 
 
Porter, S. H. (2017). Next in line to lead: The voice of the assistant principal. Perfect Time SHP. Suitland, MD.
 
Ribeiro, J. (2017). [Review of the book Is technology good for education?, by Neil Selwyn]. Canadian Journal of Educational Administration and Policy 2017(182). Retrieved from https://cjeap.ca/index.php/cjeap/article/view/42078/30057
 
Stott, T.A., Allison, P. and Von Wald, K. and Fakunle, O. (2016) Exploring outcomes of a five-week youth expedition in the Himalayas using the Sail Training Programme Self-Assessment Toolkit, Acta Universitatis Carolinae Kinanthropologica 52 (2), 56–74. 
 
Struyve, C., Hannes, K., Meredith, C., Vandecandelaere, M., Gielen, S., & De Fraine, B. (recently accepted). Teacher leadership in practice: Mapping the negotiation of the position of the special educational needs coordinator in schools. Scandinavian Journal of Educational Research, X(X), XXX-XXX.
 
Struyve, C., Meredith, C., & Gielen, S. (2014). Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools. Journal of Educational Change, 15(2), 203-230.

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<![CDATA[congratulations to the 2017 foster-polite awardees!]]>Thu, 27 Jul 2017 14:08:26 GMThttp://aeradivisiona.org/graduate-student-corner/congratulations-to-the-2017-foster-polite-awardeesJason Burns, Michigan State University PictureJason Burns
Paper Title: Educational Order and Decay: Oklahoma’s Political Experiences with the Common Core

Jason’s research explores the quick adoption and similarly quick rejection of the Common Core in Oklahoma, drawing on institutional theory, specifically Political Order and Decay. This theory draws out how political institutions reform the jobs they were created for, especially in the context of changing economic and fiscal conditions.

Most enjoyable at AERA: The Boyd mentoring session was really helpful to get honest, direct feedback about my work.

Future plans: Pursue tenure-track faculty position at a university or an administrative position in a school district.

Brandon Clark, Iowa State University

PictureBrandon Clark
Paper Title: Principals’ Use of Teaching Effectiveness Rubrics in a Race to the Top Evaluation System
Brandon’s research focuses on instructional leadership in a Race to the Top context, particularly how principals use a framework. The analysis was of the challenges and affordances of using a highly structured framework.
Most enjoyable at AERA: Attended the Boyd workshop - great opportunity to connect with senior scholars in the field.

Future plans: Pursue tenure-track faculty position at a university

Bryan Duarte, University of Texas at San Antonio

PictureBryan Duarte
Paper Title: Hope Among Novice Teachers: A Study of Teachers’ Experience in High Poverty Schools

​Bryan’s research was a pilot study of the lived experiences of first year teachers in schools serving predominantly low income, marginalized pupils. The focus was on at teachers’ perceptions of their working conditions, the school reforms being implemented, and what their career decisions are in the future. The career decisions are critical because these teachers are leaving the profession at much higher rates than their suburban peers. Trying to connect this with their perceptions and reforms might inform their decisions to leave.


Most enjoyable at AERA: Meeting other scholars in the field I’ve been reading about and finding different ways to look at my topic.

Future plans: Pursue tenure-track faculty position at a university

Chandler Patton Miranda, New York University

PictureChandler Patton Miranda
Paper Title: Educational Opportunities for Immigrant Youth: An Ethnographic Case Study of an International High School

Chandler’s dissertation is an ethnographic case study of a public school for immigrant students where the kids have been in the United States for less than 4 years. The school is part of a network that is working to provide educational opportunities for immigrant students, and despite the students scoring in the bottom quartile for English language exams, the school’s graduation rate is 80%. Her dissertation examines the school’s practices at the cultural level, everything from instruction and assessment to social and emotional support, as well as the larger sociopolitical context.

Most enjoyable at AERA: Connecting with colleagues who are doing immigration work across the country.

Future plans: Pursue tenure-track faculty position at a university

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<![CDATA[AERA 2017 Recap]]>Thu, 27 Jul 2017 13:15:35 GMThttp://aeradivisiona.org/graduate-student-corner/aera-2017-recapGreetings to all Division A graduate student members!
​We hope you had a great experience attending the 2017 AERA Convention at San Antonio. 2016-2017 Division A Graduate Student Council members worked very hard in order to provide best services and resources to our graduate students. Because of your participation and GSC members’ hard work, we are able to provide high quality of our various initiatives, including webinars, UCEA events, and scholarship/mentorship programs. We also hosted our two annual events at the 2017 AERA Convention—the Dialogic Forum and the Fireside Chat.
 
This year, we had our first GSC thank-you get-together orientation in San Antonio. Division A graduate students represent approximately 30% of Division A’s total membership, we are dedicated to have Division A and AERA hear our voices and continue to provide various platforms to our graduate student members. I am proud to announce that 2017-18 in-coming GSC members will keep this tradition in the following year. The new GSC members are a group of talented and resourceful individuals. Some of them are former participants of our scholarship/mentorship initiatives (e.g., Dialogic Forum, Foster-Polite Scholar, Clark Scholar); some of them have participated in AERA & UCEA events for years; some of them have publication experiences. We are going to have another great year in working with all of you!
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Members of the Graduate Student Council meet to hand off responsibilities.

dialogic forum

​​The 2017 Division A Dialogic Forum was a great success with six faculty mentors and twelve graduate scholars in attendance at Friday's event during AERA.  The Dialogic Forum matches graduate scholars, who have had their research-in-progress reviewed and accepted for submission, with faculty mentors from their fields in educational administration and leadership.  After a wonderful breakfast and time of making connections, the scholars met with their mentors to receive feedback and guidance on their research.  
It was a privilege to lead, coordinate and organize this year's Dialogic Forum, and to work with the wonderful scholars and mentors who participated.  The enthusiasm for this gathering was expressed in this year's evaluations, as participants indicated a very positive experience with some of them wishing for more time to learn from one another.  This is a great model for collaboration, networking, advising and growth in research design.  I hope even more scholars and mentors will participate next year!
-Amy L. Gearhart, Chair
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All 2017 Division A Dialogic Forum Mentors and Mentees
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2017 Division A Graduate Students talking with their mentors about their research over a delicious breakfast.
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More 2017 Division A Graduate Students talking with their mentors about their research over a delicious breakfast.
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And more 2017 Division A Graduate Students talking with their mentors about their research over a delicious breakfast.

fireside chat

​Division A's Fireside Chat Focused on STEM Education and Leadership: Equitably Accessing the Playing Field. Dr. Issam Abi-El-Mona moderated the panel. With over 25 years of teaching experience in science and math education combined across elementary, middle and high school, Dr. Abi-El-Mona's teaching practices emphasize current science education reform strategies, mainly inquiry based models and the use of scientific argumentation. He has taught in overseas American international schools. He is a published author of both research based science education journals and science curriculum textbooks. He has worked with the United Nations on global education development programs and has participated in the development of science curricula implemented in the Middle East.Among his various services, Dr. Abi-El-Mona is the founding chair of the Department of STEAM Education at Rowan University and currently chairs that department.  He heads the science education program at Rowan University and co- directs as well as coordinates outreach training programs with the College of Engineering and Science and Math departments as well as regional school districts.

Distinguished panelists included Dr. Alexis Martin, Dr. Erin Peters-Burton, and Dr. Tia Madkins. Dr. Alexis Martin is the Director of Research at the Kapor Center for Social Impact, where she conducts research on issues of access and opportunity in the technology pipeline. Prior to her work with the Kapor Center, Dr. Martin taught future educators at U.C. Berkeley & Sonoma State University and worked with teachers in professional development inquiry groups examining equity in their classrooms. She has also taught high school social studies and done outreach with students who were the first in their families to attend college.

Dr. Peters-Burton's experience as an engineer and a secondary science teacher for 15 years helps her relate research to practice in science and engineering education. She has won several state and national awards for her work in secondary science education and holds a National Board Certification in Early Adolescent Science. In 2005, Dr. Peters-Burton was selected as an Albert Einstein Distinguished Educator Fellow for the NASA where she advised the agency in their development of curriculum for teachers across the United States. Her work at NASA led her to be chosen as a member of the committee developing the first K-12 National Engineering Standards. In addition to her work with science education in Virginia and nationally, she spends time doing classroom research in developing student scientific epistemologies. Her work has shown promise in demonstrating a connection between content knowledge and nature of science knowledge. She continues to develop research projects that investigate ways that students and teachers can utilize self-regulation not only to learn scientific knowledge but also to learn how scientific knowledge is developed and validated.

Dr. Tia Madkins is the postdoctoral scholar for the Trustey Family STEM Teaching Fellows in the Center for STEM Education at the University of Notre Dame.  Dr. Madkins’ research interests include K-12 STEM teaching and learning with emphases on equity-focused elementary science education and teacher education.  Her research also focuses on teacher workforce diversification with an emphasis on increasing the number of Black women in teaching via alternate routes into the teaching profession. 
The panelist discussed the following central question: How do we [STEM educators- practitioners and leaders] transform the power of STEM knowledge and scholarly discourses into public will, engaging practice, and responsive policy?

The discussion included the panelists thoughts on:
  1. How do you identify STEM education?
  2. How is that identification different from the perceptions of STEM afforded by current policies in the nation?
  3. In what way(s) do you envision equal opportunity in STEM education affordable to all students now and the future?
  4. Gender, race and ethnicity have been identifiers of academic achievement gaps among students. For instance, test scores on the NAEP Mathematics tests for 4 and 8th graders have shown a persistent 20+ achievement gap for at least two decades among whites and their black and Hispanic counterparts. However,  NAEP scores also show that all students have higher average scores for example in 2011 than they did in 1990. Does this mean that we are improving in STEM education? Please elaborate with a focus on what factors you feel are major barriers or facilitators for addressing equal opportunity in STEM Education.
  5. What are the pathways to achieving equal educational opportunity in STEM Education?
  6. What implications do such pathways have towards STEM Educational leadership? What are your thoughts on how that looks/ will look like in our K-12 school system? In higher education?
  7. In summary, where do you currently see equal opportunity and leadership in STEM education heading towards? What implication(s) will that have on K-12 and higher education institutions?
 
Those attending engaged in the discussion with the panelists in an interactive way and greatly enjoyed the conversation as we grappled with current issues in STEM Education and Leadership.
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Dr. Erin Peters-Burton, Dr. Tia Madkins, Dr. Alexis Martin, and Dr. Issam Abi-El-Mona

​​Division A Business Meeting

​The Division A Business Meeting provided graduate students with an excellent opportunity to network with established and emerging scholars in the field. It also offered a glimpse at the work that is being done across the various Division A committees, such as the Equity, Inclusion, and Action Committee, and the extensive time and planning that goes into organizing the high-quality conference sessions at AERA. In addition to updates on graduate student membership, newsletter readership, and the newly reestablished Early Career Mentoring Seminar Program, this year’s Division A award winners were recognized for their outstanding work. Dr. Terrance Green (University of Texas at Austin) received the Emerging Scholar Award and Dr. Lauren Bailes (University of Delaware) received the Outstanding Dissertation Award. This year’s Foster-Polite Scholarship awardees were also recognized: Brandon Clark (Iowa State University), Chandler Patton Miranda (New York University), Bryan Duarte (University of Texas at San Antonio), and Jason Burns (Michigan State University). Following the business meeting, as part of the Division A/Division L/UCEA/Sage Publications joint reception, this year’s Clark Scholars presented their research posters. Overall, attendance at the business meeting and reception was a great way for graduate students to get more involved in the division and develop networks of support with faculty and fellow students. 
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<![CDATA[Greetings from your communication co-chairs]]>Fri, 14 Jul 2017 17:50:18 GMThttp://aeradivisiona.org/graduate-student-corner/greetings-from-your-communication-co-chairs
Hello, everyone! We are looking forward to serving on the Division A Graduate Student Committee for 2017-18. As your Communications Co-Chairs we are tasked with advertising all Division A graduate student events and opportunities. We also help keep you informed by contributing to the Division A Newsletter. Make sure you subscribe to the AERA Division A Grad Student listserv and follow us on social media.

You can use our social media communication channels to engage in key discussions, content sharing, and professional networking. We look forward to connecting with as many members as we can, both in-person and virtually. Please do not hesitate to reach out with questions and ideas!
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Courtney Mauldin
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Julie Kallio

Upcoming News and Events

AERA Proposals: The Foster-Polite Scholarship

The purpose of the Foster-Polite Scholarship is to recognize and promote scholarly excellence in doctoral students who are enrolled in an educational administration/school leadership program. The Scholarship awards $500 travel stipends to four graduate students, who have single or first authorship on a paper accepted to a Division A session or a related SIG session during the AERA Annual Meeting. Be sure to look for full application announcements beginning in late November.
 
The Connect Series
 
The Connect Series brings together graduate students, scholars, practitioners, and policy makers  through virtual meetings. Sessions will focus on current policy and practice issues related to the Division A themes: leadership, school organization and effects, school improvement, school contexts and communities, and leadership development.
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