Dear Colleagues
Thank you for your participation and attendance at the AERA action research sessions. We hope that you were able to learn and collaborate despite some of the technical challenges. A BIG thank you to Shawn T. Loescher for his excellent presentation at the AR SIG business meeting.
|
|
2022 AERA Annual Meeting
Friday, April 22 - Tuesday, April 25, 2022
San Diego, California
Call for Volunteer Reviewers
Deadline to Sign Up: May 20, 2021
The Deadline for signing up as a reviewer is fast approaching! Consider volunteering to review for the action research sig.
The American Educational Research Association (AERA) is seeking volunteers to serve as peer reviewers for submissions for the 2022 AERA Annual Meeting. A quality peer review system is the bedrock for a quality annual meeting, and thus we encourage persons with depth of research expertise to volunteer to review and respond to this call.
Volunteer for Service
When? Volunteer to serve as a peer reviewer by registering in the 2022 Annual Meeting Online Program system. The system will be open April 20 – May 20, 2021 to register as a volunteer reviewer. Individuals interested in being considered as peer reviewers are encouraged to volunteer for specific units (divisions, SIGs, or committees) through the AERA online program portal. Go to www.aera.net and log in with your username and password. After you login, click ‘My AERA’ at the top of the page, scroll down to the 2022 Annual Meeting and click ‘Online Program Portal’. Volunteers who are selected by program chairs to serve on review panels will be sent an invitation to review in early June.
|
The 2022 AERA call encourages submissions that address the critical role research has in creating new and expanded educational futures. Given this theme, the Action Research SIG welcomes submissions that inform understanding of how to identify, study, and enhance existing efforts to move systems toward equity of all learners from early childhood to adult learning. This includes research within transnational and international settings to engage effective models and shared challenges that examine how global forces structure educational opportunity.
Specifically, the Action Research SIG, invites proposals that present action research reports, action research theoretical papers, and examples of action research from practitioners' perspectives. Accepted proposals will be delegated to paper presentations, roundtables, and poster presentations. Please be specific in your willingness to present in particular or multiple formats.
As a reminder, paper and session submissions must not identify the author(s) in any way. Proposals for papers, posters, roundtables, and symposia/sessions are invited, and innovative session designs are encouraged. To accommodate flexibility in program decisions, please select all the formats in which you are willing to present your research; every year there are far more spots available for poster presentations and roundtable papers than individual papers and symposia.
Please share the 2022 call for proposals with all who may be interested. The number of sessions allocated to each SIG is determined by the number of proposals and the size of active membership. As such, consider the Action Research SIG as a space to share your scholarship. As a reminder, please renew your Action Research SIG membership when submitting proposals.
If you have any questions, please do not hesitate to contact us.
|
|
 |
Knowledge Democracy through sharing: Podcasting!
Are you looking for ways to share your action research? The podcast is a great way to disseminate your work in AR. Take a listen and contact us to be featured on an episode.
Be sure to check out the Action Research: Global Conversations podcast, hosted by Linnea Rademaker
|
Opportunities:
CARN has announced a new publishing opportunity for action researchers. Check it out here.
CALL FOR PAPERS OR MANUSCRIPTS
CONTEMPORARY PERSPECTIVES THROUGH ACTION RESEARCH ACROSS EDUCATIONAL DISCIPLINES:
THE K-12 CLASSROOM
Edited by:
Nancy T. Nasr, Granada Hills Charter High School
Jill Alexa Perry, University of Pittsburgh and the Carnegie Project on the Education Doctorate (CPED)
The first volume in the Contemporary Perspectives Through Action Research Across Educational Disciplines Series edited by Nancy T. Nasr and Jill Alexa Perry
This volume of the Contemporary Perspectives Through Action Research Across Educational Disciplines series will showcase action research studies that aim to contextualize contemporary problems of practice in the K-12 classroom. Specifically, this volume aims to provide practitioners and teacher educators with a reference to action research findings that are specific to two broad K-12 disciplinary fields: STEM and Humanities. Presenting K-12 action research as an initial volume ensures that practitioners wishing to improve their practice have access to a resource that provides timely insight into issues, problems and potential solutions that commonly impact their specific disciplinary contexts. The editors invite chapter proposals that use an action research methodology to explore and contextualize a contemporary problem of practice in the K-12 classroom. Contributions may include the use of quantitative, qualitative, or mixed-methods action research designs. We welcome pieces that address contemporary problems of practice that are likely to be of interest to a broad cross-section of K-12 practitioners, and we encourage submissions generated from dissertation in practice work.
Find more information here.
Summer Institute on Approaches to Participatory Action Research
July 12-16, 2021
For more information, click here.
|
|
|
|
Check out our colleagues doing great work in action research.
and more, as noted on our website.
Send us your links to action research resources, and we'll post on the website.
|
Do you have something you would like to share in the newsletter? Please send calls for manuscripts, calls for proposals, professional development opportunities, recent awards or publications to Liz Azukas at
to have your item included in the newsletter.
|
|
|
|
|
|
|
|
|
