AERA Science and Policy Sessions

Janelle T. Scott, University of California - Berkeley

Lora A. Cohen-Vogel, University of North Carolina - Chapel Hill

Peter A. Youngs, University of Virginia

Learning Across Boundaries: Connecting Education Policy and Social Policy Research to Advance Equity (Table 1) - Kara S. Finnigan, University of Michigan; Jennifer Jellison Holme, University of Texas at Austin; DeMarcus A Jenkins, University of Pennsylvania; Walker A. Swain, LPI; Terrenda Corisa White, University of Colorado - Boulder

Intersectionality for Education Policy Research (Table 1) - Sarah A. Robert, University at Buffalo - SUNY; Min Yu, Wayne State University; Erica B. Edwards, Wayne State University

Education Policy Research by, for, and With Indigenous Peoples in Canada, Mexico, and the United States (Table 2) - Teresa L. McCarty, University of California - Los Angeles; Angelina E. Castagno, Northern Arizona University; Regina Cortina, Teachers College, Columbia University; Michelle E. Pidgeon, Simon Fraser University; Lorena Sanchez Tyson, University of Oxford

Ongoing Directions in Global Studies in Education Policy: Something Old, Something New, Something Borrowed (Table 2) - Clara Fontdevila, University of Glasgow; Antoni Verger, Universitat Autònoma de Barcelona

Disrupting the Cultural Historical Geographies of Inclusive Education: Notes for (Re)framing Policy Research on Disability Intersections With “Other” Identities (Table 3) - Alfredo J. Artiles, Stanford University; Wendy Morrison-Cavendish, University of Miami; Daniela Gamboa Zapatel, Stanford University; Marta Zoila Caballeros, Universidad Rafael Landívar

Queer Policy and Research in Education: Toward Queer Critical Policy Analysis (Table 3) - Lance Trevor McCready, University of Toronto - OISE; Joseph J. Flessa, University of Toronto - OISE; Jason Tigert, University of Toronto - OISE

Philosophy and Education Policy (Table 4) - Michele S. Moses, University of Colorado - Boulder; Terri S. Wilson, University of Colorado - Boulder

Measuring, Assessing, or Just Testing Student Achievement? Evidence From Some States’ Testing Programs in the United States (Table 4) - Maria Araceli Ruiz-Primo, Stanford University; Klint Kanopka, New York University; Philip Hernandez, Stanford University

With Policy in Mind: Contributions of Psychology to Education Policy Research and Practice (Table 5) - Richard Blissett, University of Maryland - Baltimore County; Zachary Feldberg, University of Georgia; Shlon A. Smith, Stepping Stone Therapy; Sycarah D. Fisher, Howard University; David B. Reid, Seton Hall University

Understanding the Contributions of Economics to Education Policy and Vice Versa (Table 5) - M. Najeeb Shafiq, Indiana University

Sociology and the Educational Policy Process: Identifying Inequality, Theorizing Schools and Society, and Evaluating Educational Change (Table 6) - Thurston Domina, University of North Carolina - Chapel Hill; Brittany C. Murray, Davidson College; Megan K. Rauch Griffard, University of Nevada - Las Vegas; James S. Carter, Urban Institute

Anthropology and Education Policy Research: Concepts, Approaches, and Tensions (Table 6) - Bradley A. Levinson, Indiana University; Rodney K. Hopson, American University; Jen Sandler, University of Massachusetts - Amherst; Jill P. Koyama, Arizona State University

Where the Science of Learning Meets Education Policy (Table 7) - Elias Blinkoff, Temple University; Kathy Hirsh-Pasek, Temple University; Brooke Rumper, Yale University; Hailey Gibbs, Center for American Progress; Roberta Michnick Golinkoff, University of Delaware

Data Science in Education Administration, Policy, and Practice (Table 7) - Alex J. Bowers, Teachers College, Columbia University

Improvement Research in Education: Charting a Policy Pathway to a Deeper Research Enterprise (Table 8) - Lora A. Cohen-Vogel, University of North Carolina - Chapel Hill; Stacey A. Rutledge, Florida State University; Donald J. Peurach, University of Michigan; Jennifer Lin Russell, Vanderbilt University; Brandi N. Hinnant-Crawford, Clemson University; Christopher Harrison, Florida Southern College

Research–Practice Partnerships: Linking Policy, Practice, and Research for Equity (Table 8) - William R. Penuel, University of Colorado - Boulder; Caitlin Farrell, University of Colorado - Boulder; Julia A. Daniel, University of Colorado - Boulder

Studying Education Policy Implementation: How Researchers and Practitioners Can Gain Clarity on Structures and Contexts Shaping Implementation (Table 9) - Sarah L. Woulfin, University of Texas at Austin; Katharine Omenn Strunk, University of Pennsylvania; Britney L. Jones, Fairfield University

The Wisdom of Practice in Program Evaluation: History, Recent Advances, and Critical Issues (Table 9) - Xiaoxia A. Newton, University of North Carolina - Charlotte

Causal Inferences From Observational Studies in Education Policy: Toward Pragmatic Social Science (Table 10) - Kenneth A. Frank, Michigan State University; Qinyun Lin, University of Gothenburg; Spiro J. Maroulis, Arizona State University

Social Network Analysis: How Relationships and the Methods for Studying Them Matter for Education Policy (Table 10) - Ebony N. Bridwell-Mitchell, Harvard University; Alan J. Daly, University of California - San Diego; Kenneth A. Frank, Michigan State University; James P. Spillane, Northwestern University; Peter Bjorklund, University of California - San Diego; Anita Caduff, University of Michigan; Eva Flavia Martinez Orbegozo, Harvard University

Participatory Action Research and Education Policy Work: Democratizing Policy Knowledge (Table 11) - Gary L. Anderson, New York University; Tara Marie Brown, University of Maryland; Kathryn G. Herr, Montclair State University; Yasser A. Payne, University of Delaware

Families, Students, and Community Organizations: From School Improvement to Racial Equity and Educational Justice (Table 11) - Mark R. Warren, University of Massachusetts - Boston; Emma K Tynan, University of Massachusetts - Boston

Educational Policy, Racial Equity, and the Courts (Table 12) - Maria Lewis, Pennsylvania State University; Raquel Muñiz, Boston College; Liliana M. Garces, University of Texas at Austin; Preston C. Green, University of Connecticut

Organizations in Education Policy and Politics (Table 12) - Janelle T. Scott, University of California - Berkeley; Catherine C. DiMartino, St. John's University; Laura E. Hernandez, Learning Policy Institute; Talia S. Leibovitz, University of California - Berkeley; Seenae Chong, University of San Francisco

Understanding the Role of Poverty in Early Childhood Education: Access, Opportunities, and Outcomes (Table 13) - Chris Curran, University of Florida; Erica D. McCray, University of Florida; Herman Knopf, University of Florida; Patricia A. Snyder, University of Florida; Maureen Conroy, University of Florida

Curricula in Early Childhood Education Preschool Settings (Table 13) - Mimi Engel, University of Colorado - Boulder; Danielle Shaw Attaway, University of Colorado - Boulder; Hannah K. Denker, University of Arkansas

The Early Care and Education Workforce in the United States (Table 14) - Anna J. Markowitz, University of California - Los Angeles; Daphna Bassok, University of Virginia

Teacher Preparation: Research, Policy, and Practice (Table 14) - Peter A. Youngs, University of Virginia; Kavita Kapadia Matsko, Northwestern University; Matthew Ronfeldt, University of Michigan

Policy Is Curriculum Is Politics: Curriculum Politics and the Rise of Authoritarian Populists in a New Media Ecosystem (Table 15) - Emily M. Hodge, Virginia Commonwealth University; Francesca López, Pennsylvania State University; Wayne Au, University of Washington - Bothell; Elena Aydarova, University of Wisconsin - Madison

Standards-Based Reform and School Accountability (Table 15) - Lorrie A. Shepard, University of Colorado - Boulder; Scott F. Marion, Center for Assessment; Christopher Saldaña, University of Wisconsin - Madison

The Policies and Politics of Rural Education (Table 16) - Mara C. Tieken, Bates College; Sheneka M. Williams, Michigan State University

Education Policy for Multilingual Students Classified as English Learners (Table 16) - Madeline Mavrogordato, Michigan State University; Rebecca M. Callahan, University of Vermont; Caroline Bartlett, Michigan State University

Community and Alternative School Policies (Table 17) - Karen Hunter Quartz, University of California - Los Angeles; Jorge L. Ruiz-de-Velasco, Stanford University; Marisa Saunders, University of California - Los Angeles; Milbrey W. McLaughlin, Stanford University

Career and Technical Education: History, Theory, Evidence, and the Path Ahead (Table 17) - Sade Bonilla, University of Pennsylvania; Shaun Michael Dougherty, Boston College; Walter G. Ecton, University of Michigan

The Bold and Unfulfilled Promises of Teacher Evaluation as Policy (Table 18) - Drew H. Gitomer, Rutgers University; Brittany L. Marshall, San Diego State University

Meaningful Teacher Professional Development: A Learning Sciences Perspective (Table 18) - Ilana S. Horn, Vanderbilt University; Samantha Marshall, North Carolina State University; Grace A. Chen, New York University; Nadav Ehrenfeld, Weizmann Institute of Science; Brette Garner, University of Denver; Lara Jasien, CPM Educational Program; Elizabeth Metts, Vanderbilt University; Katherine Schneeberger McGugan, Metro Nashville Public Schools

Principal Leadership Preparation, Development, and Evaluation (Table 19) - Morgaen L. Donaldson, University of Connecticut; Jessica G. Rigby, University of Washington

International and Comparative Research on Attracting, Preparing, and Sustaining a High-Quality Teacher Workforce (Table 19) - Thomas F. Luschei, Claremont Graduate University

Revisiting College Affordability: Sociopolitical Contexts and Contemporary Implications (Table 20) - Katharine Broton, University of Iowa; Milad Mohebali, University of Nebraska - Lincoln

Hispanic-Serving Institutions and Education Policy and Politics (Table 20) - Gina Ann Garcia, University of California - Berkeley; Andréa D. Rodriguez, Gates Foundation; Jessie Hernández-Reyes, The Campaign for College Opportunity; Kayla Elliott, Joint Center for Political and Economic Studies; Jacquelyn R. Jones, American Association of State Colleges and Universities; Nadrea Njoku, Escend

Race-Conscious Education Policies in an Increasingly Race-Evasive Context (Table 21) - Erica Frankenberg, Pennsylvania State University; Genevieve P. Siegel-Hawley, Virginia Commonwealth University; Adai A. Tefera, University of Arizona