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Session Type: Invited Speaker Session
Our field applauds high-impact papers and clear findings. Yet focusing on polished scholarly output may result in junior scholars not seeing struggles and challenges as normal parts of the research process. This session will bring together junior, mid-career, and senior scholars to present flash talks about (a) an impactful research finding they published and (b) one major challenge they experienced en route to publishing (e.g., school partner issues, analyses not working as expected, mistakes/errors, health issues). Attendees will together discuss the implications of hiding challenges that underlie research, the structural and mentoring supports that can help students normalize and address challenges, and how we as a field should train students to think about challenges.
Xiao-Yin Chen, University of Tennessee
Korinthia D. Nicolai, Indiana University
Emily Quinn Rosenzweig, Teachers College, Columbia University
Helenrose Fives, Montclair State University
Much Ado About Null-Things: Interrogating the Research Design and Foundational Literature After Unsupported Hypotheses - Allison Zengilowski, Lehigh University
Multiple Journal Rejections in a Row? Welcome to the Club! - Mimi Bong, Korea University
Mistakes were Made and Lessons were Learned: Why We Should Always Check the Full Survey Flow - Allison Master, University of Houston
Navigating Advancing Scholarship as a New Mother and Faculty Member - Elise C. Allen, University of Northern Colorado
Schools, Shifts, and Shutdowns: Building Sustainable Research Practice Partnerships for Unpredictable Contexts - Christine Lee Bae, Virginia Commonwealth University
Turning Grant Denials into Data Opportunities: Lessons in Creative Partnerships - Patrick N. Beymer, University of Cincinnati
How Zusho & Clayton Almost Didn’t Happen - Akane Zusho, Fordham University
Epistemological Collision and the Cost of Reimagining SEVT through Race and Power - Jamaal Matthews, University of Michigan
Embracing the Organized Chaos of Educational Research - Patricia A. Alexander, University of Maryland