Special Interest Groups (SIGs) provide a forum within AERA for the involvement of individuals drawn together by a common interest in a field of study, teaching, or research when the existing divisional structure may not directly facilitate such activity. The Association provides SIGs program time at the Annual Meeting, publicity, scheduling, staff support, viability, and the prestige of AERA affiliation.
We are pleased to offer five webinars intended to familiarize you with the concept of a Networked Improvement Community, and each of the four important components and elements of a successful NIC. An introductory 30-minute webinar will feature one or two experts from out team providing key background information about the focal challenges of building a NIC. A facilitated discussion forum will continue for two weeks after the video is posted to this site. At the end of the two weeks, another live webinar with the same expert will be featured. This follow-up webinar will focus on the topics that have arisen through the online forum, as well as questions that are asked live during the webinar.
Arbour, M., Yoshikawa, H., Willett, J., Weiland, C., Snow, C., Mendive, S., Barata, M. C., & Treviño, E. (2016). Experimental Impacts of a Preschool Intervention in Chile on Children’s Language Outcomes: Moderation by Student Absenteeism. Journal of Research on Educational Effectiveness, 9(sup1), 117–149. https://doi.org/10.1080/19345747.2015.1109013
Cortez, K., Goss, L., Liebert, S., & Houseman, N. (2020). Adapting to a Shifting World: How Mindsets and Learnings of Lesson Study Enabled Innovation of Practice in Support of the Learning of Our Most Underserved Students. World Association of Lesson Study Conference, Virtual.
Hammond, Z. (2014). Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Press.
Head, B. W. (2019). Forty Years of Wicked Problems Literature: Forging Closer Links to Policy Studies. Policy and Society, 38(2), 180–197. https://doi.org/10.1080/14494035.2018.1488797
Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World. Harvard Business Press.
Henrick, E., McGee, S., Greenberg, R. I., Dettori, L., Rasmussen, A. M., Yanek, D., & Reed, D. F. (2019). Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS. 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1–5. https://doi.org/10.1109/RESPECT46404.2019.8985736
Johnson, B. L. (2019). Organizations, Organizing, and Schools: Accessing Theoretical Tools and Models in Organization Theory. In M. Connolly, D. Eddy-Spicer, C. James, & S. Kruse, The SAGE Handbook of School Organization (pp. 9–28). SAGE Publications Ltd. https://doi.org/10.4135/9781526465542.n2
McGee, S., Dettori, L., Greenberg, R., Rasmussen, A., Reed, D., & Yanek, D. (Directors). (2018, May 14). CAFECS: Supporting Quality CS Access 4 All Chicago Students. https://stemforall2018.videohall.com/presentations/1178
Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C. (2016). Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program. Journal of Educational Psychology, 108, 130–145. https://doi.org/10.1037/edu0000047
Perry, J. A., Zambo, D., & Crow, R. (2020). The Improvement Science Dissertation in Practice: A Guide for Faculty, Committee Members, and their Students. Myers Education Press.
San Francisco Unified School District. (n.d.). Our Mission and Vision. San Francisco Unified School District (SFUSD). Retrieved November 4, 2022, from https://www.sfusd.edu/about-sfusd/our-mission-and-vision
Strasser, K., Lissi, M. R., & Silva, M. (2009). Gestión del Tiempo en 12 Salas Chilenas de Kindergarten: Recreo, Colación y Algo de Instrucción. Psykhe (Santiago), 18(1), 85–96. https://doi.org/10.4067/S0718-22282009000100008
Tseng, V., Fleischman, S., & Quintero, E. (2017). Democratizing Evidence in Education. In B. Bevan & W. R. Penuel (Eds.), Connecting Research and Practice for Educational Improvement (pp. 3–16). Routledge.
Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51, 309–322. https://doi.org/10.1037/a0038785
