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.
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Cobb, P., & Wilhelm, A. G. (2022). Classroom Teaching and Learning as the Focus for Improvement Research. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education. Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
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Krumm, A. E., & Bowers, A. J. (2022). Data-Intensive Improvement: The Intersection of Data Science and Improvement Science. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education (pp. 465-483). Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
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Zhao, Y. (2020). Social Learning and Learning to Be Social: From Online Instruction to Online Education. American Journal of Education, 127(1), 137–142. https://doi.org/10.1086/711017
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Torphy Knake, K. T., Karimi, H., Hu, S., Frank, K. A., & Tang, J. (2021). Educational Research in the Twenty-First Century: Leveraging Big Data to Explore Teachers’ Professional Behavior and Educational Resources Accessed within Pinterest. The Elementary School Journal, 122(1), 86–111. https://doi.org/10.1086/715482
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Torphy, K. T., Liu, Y., Hu, S., & Chen, Z. (2020). Sources of Professional Support: Patterns of Teachers’ Curation of Instructional Resources in Social Media. American Journal of Education, 127(1), 13–47. https://doi.org/10.1086/711008
Torphy, K. T., Hu, S., Liu, Y., & Chen, Z. (2020). Teachers Turning to Teachers: Teacherpreneurial Behaviors in Social Media. American Journal of Education, 127(1), 49–76. https://doi.org/10.1086/711012
Torphy Knake, K. T., Daly, A. J., Frank, K. A., Rehm, M., & Greenhow, C. (2021). Educators Meet the Fifth Estate: Social Media in Education: Elementary School Journal Special Issue. The Elementary School Journal, 122(1), 1–7. https://doi.org/10.1086/715479
Torphy Knake, K. T., Chen, Z., Yang, X., & Tait, J. (2021). Pinterest Curation and Student Achievement: The Effects of Elementary Mathematics Resources on Students’ Learning over Time. The Elementary School Journal, 122(1), 57–85. https://doi.org/10.1086/715480
Torphy, K. T., & Drake, C. (2019). Educators Meet the Fifth Estate: The Role of Social Media in Teacher Training. Teachers College Record, 121(14), 1–26. https://doi.org/10.1177/016146811912101406
Torphy, K. T., Brandon, D. L., Daly, A. J., Frank, K. A., Greenhow, C., Hu, S., & Rehm, M. (2020). Social Media, Education, and Digital Democratization. Teachers College Record, 122(6), 1–7. https://doi.org/10.1177/016146812012200601
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