Bell Fellows Make a Presence
at the 2017 AERA Conference
The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good. AERA's more than 25,000 members are faculty, researchers, graduate students, and other distinguished professionals with rich and diverse expertise in education research. They work in a range of settings from universities and other academic institutions to research institutes, federal and state agencies, school systems, testing companies, and nonprofit organizations. Based on their research, they produce and disseminate knowledge, refine methods and measures, and stimulate translation and practical application of research results. The 2017 AERA Annual Meeting theme was "Knowledge to Action: Achieving the Promise of Equal Educational Opportunity." This year the Bell Fellows participated in presentations, roundtable sessions, and professional development courses promoting their research on a myriad of educational topics.
Rashea Hamilton, PhD (2010-2011) presented “Trends in Reading Growth Between Gifted and Nongifted Students: An Individual Growth Model Analysis” as part of “Predicting Growth, Achievement, and Creativity: Conceptual and Methodological Advances.” She also presented “Identification of English Learner Gifted From Parents' Perspective: Challenges and Recommendations” and “Identification of Gifted English Learners: An Empirical Examination of Two States” as part of Talent Ignored: Investigating the Underidentification of English Learners for Gifted Programs.
DeLeon Gray, PhD (2009-2010) led a conference course “How to Get Published—Guidance From Emerging and Established Scholars” for the AERA Professional Development and Training Committee. He also presented “How Can Educational Psychology Become More Culturally Relevant? Reimaging Traditional Educational Psychology Concepts” for Division C-Learning and Instructions and “Developmental Trajectories for Elementary Novice Teachers: Efficacy, Epistemic, and Specialized Mathematics Knowledge for Epistemic Education and Learning.” Gray also presented a poster entitled “Student Trajectories of Fitting in Within Predominantly African American STEM After-School Clubs at High-Poverty Rural Schools” for the session “Teachers and Teaching: Understanding the Social and Cultural Context.”
Renae Mayes, PhD (2010-2011) presented “The Relationship Between School Counselors and Parents for College-Going” as part of “Family Engagement During Transitions to Secondary and Postsecondary Educational Settings.
Cory Brown, PhD (2011-2012) chaired “Student and Teacher Voices in Urban Settings” as part of the SIG-Urban Learning Teaching, and Research.
Tamara Butler, PhD (2012-2013) presented “Saying Her Name as Critical Demand: English Education in the Age of Erasure” as part of the session From Racial Violence to Racial Justice: Praxis and Implications for English Education. She also chaired "Boundary Crossings" and Critical Community Engagements: Learning Environments as Promisors of Equitable Educational Opportunity” as part of the SIG-International Studies. Butler was also a discussant for “Expanding the Table: Schools as Inclusive Spaces, as part of the SIG-Critical Educators for Social Justice.
Christopher Travers (2015-2016) presented “Self-Esteem as a Moderator of the Link Between Peer Support and Transition Efficacy Among First-Year College Students” as part of the session “Transition and Adjustment to College.” He also presented “Educating and Empowering Black Males: Insights From Research” as part of the SIG-Research Focus on Black Education
Ashley Patterson, PhD (2014-2015) was an invited speaker for “Writing for Publication and Enjoying It: Advice From Emerging Scholars on the Writing Process” for the AERA Graduate Student Council.
Robert Bennett III, PhD (2009-2010) chaired “Considering Multiple Accounts in and About History” as part of the SIG-Teaching History. He was also a discussant for the session “Knowledge to Action: Academic Journeys in and out of School” as part of the Committee on Scholars Color in Education
Ashley Patterson, PhD (2014-2015), Robert A. Bennett III, Ph.D. (2009-2010), and James L. Moore III, Ph.D. presented “Diverse Learners in Diverse Spaces: International Study Abroad Experiences of Historically Underrepresented College Students” as part of the SIG-International Studies.
Halima Alhassan (2016-2017) participated in the AERA Professional Development Course “Research Toward Equity & Justice: The Gordon Paradigm of Inquiry & Practice.” The course addressed: pedagogy and human diversity; mediated perspectives to human development and agency; equity, equality, & educational opportunities; a cultural psychological focus on experience, identity, and pluralism; compensatory, supplementary, & comprehensive conceptions of education; evaluation and assessment for education not of education.
Carlotta Penn (2015-2016) participated in the professional development workshop “Strategies for Sharing Your Research.” This course focused on how to best communicate research findings. Participants learned how to land those opportunities, and strategies to maximize those opportunities to share their work with varied audiences.
Natosha Willis (2015-2016) participated in The 10th Asa G. Hilliard III and Barbara A. Sizemore Research Course on African Americans and Education. The course was composed of early career scholars and graduate students, and focused on manuscript outline development, publishing scholarship on African Americans, external funding, as well as research agendas and academia. The course offered opportunities to speak with Hilliard/Sizemore fellow alum and veteran scholars.
James Moore III, PhD received the 2017 recipient of the Dr. Carlos J. Vallejo Memorial Award for Lifetime Scholarship, on behalf of the Multicultural/Multiethnic Education (MME) Special Interest Group (SIG) of the American Educational Research Association (AERA). This award is given annually to one scholar/practitioner based upon the following criteria: a) illustrating effort in producing scholarship which advances multicultural and multiethnic education (broadly defined), within all educational, cultural, societal and social settings, contexts, levels and locations; and b) a demonstrated commitment to underserved communities beyond scholarship with evidence of improving the practical conditions experienced by multicultural/multiethnic communities. Moore was also the recipient of the Scholars of Color Mid-Career Contribution Award. It is presented to a scholar in midcareer who is beyond the first level of professional appointment and for whom 10 or more years have passed since receipt of the doctoral degree.