Newswise — The American Educational Research Association (AERA) has presented Arizona State University Professor Gene V. Glass AERA's Distinguished Contributions to Research in Education Award for his extraordinary scholarship in promoting powerful uses of research. The award strives to publicize, motivate, encourage, and suggest models of education research at its best.
Professor Glass and other outstanding scholars were honored at AERA's Award Presentations, held Wednesday, April 13, at AERA's 86th Annual Meeting in Montreal, Canada. The ceremony was held at 4:05 p.m. in the Le Centre Sheraton Montreal's Grande Salle de Bal.
More than 12,000 education researchers from the United States, Canada and 51 other countries are attending this meeting, which has as its theme Demography & Democracy in the Era of Accountability. This meeting, which started April 11, continues through April 15.
A past AERA president, Professor Glass has provided the education research community with significant methodological tools for more than 40 years. Concurrently, he has conducted important institutional and organizational work as an editor and researcher. His commitment to creating new avenues of communication among research and the public, including the open access peer-reviewed journal Education Policy Analysis Archives (EPAA), is legion. EPAA is published on the Internet at http://epaa.asu.edu
In presenting this award, Annemarie S. Palincsar of the University of Michigan, Ann Arbor; noted that the Oxford English Dictionary will forever link Professor Glass with the term "meta-analysis," in recognition of sophisticated analytical techniques he introduced in the 1970s to advance quantitative research synthesis. "Whether applied to the study of psychotherapy, the efficacy of special education, or the issue of class size, his work has advanced the field's capacity to integrate and learn from its collective research," said Award Chair Palincsar.
Other award recipients include:
Raoul A. Arreola, University of Tennessee Health Science Center, Memphis; and Michael Theall, Youngstown State University, Ohio; Relating Research to Practice Award—Interpretive Scholarship, recognizing outstanding contributions that individuals have made toward increasing understanding of the contributions of education research to improve education practice.
Professors Arreola and Theall are honored for developing the Meta-Profession Project, a reconceptualization of the roles and work of the professoriate that is disseminated via an interactive website, CD-ROM, and a faculty evaluation system.
Amanda L. Datnow, University of Southern California, Rossier School of Education; 2005 Early Career Award, recognizing a scholar who, during the first decade after receiving a doctoral degree, has conducted an outstanding program of cumulative research in an area of educational inquiry.
Professor Datnow is honored for her contributions to research on comprehensive school reform. Her publications on gender equity in schooling and on broad education policy have influenced decisions made at local, state and national levels.
Frederick D. Erickson, University of California, Los Angeles, Outstanding Book Award, for his book Talk and Social Theory: Ecologies of Speaking and Listening in Everyday Life (Polity Press).
Through the lens of a "more practical theory of practices in talk," which he developed, Professor Erickson analyzed four studies of talk to illustrate how individuals are both constrained by and afforded opportunities in different social and institutional settings. His book contributes to the understanding of social interaction.
Mica Pollock, Harvard Graduate School of Education, Cambridge, Mass., Outstanding Book Award, for her book, Colormute: Race Talk Dilemmas in an American School. (Princeton University Press).
Colormute draws on three years of ethnographic research in a California high school, illustrating how and why teachers, students, and administrators talk (and do not talk) about race. As Professor Pollock shows, avoiding talk about race--being "colormute" --can have the unintended consequence of reproducing racial inequities by never addressing them.
Ronald K. Hambleton, University of Massachusetts, Amherst; E.F. Lindquist Award, jointly presented by AERA and ACT, Inc., recognizing outstanding achievement in applied or theoretical research in the field of testing and measurement.
For nearly four decades, Professor Hambleton's research and publications on measurement theory and practice have helped shape the field of educational measurement and psychometrics. He has made pioneering contributions in criterion-referenced measurement, item response theory, and standard setting.
Kevin G. Welner, University of Colorado School of Education, Boulder, Colo.; and Haggai Kupermintz, University of Haifa, Israel; Palmer O. Johnson Memorial Award, for their article "Rethinking Expert Testimony in Education Rights Litigation," published in AERA's quarterly, peer-reviewed, scholarly journal Educational Evaluation and Policy Analysis, Summer 2004.
The award represents the highest quality of academic scholarship published in one of AERA's four journals. In addition, the award itself is named in honor of a dedicated educator, Palmer O. Johnson, and recognizes his pioneering work in educational research and methodology.
Mark E. Engberg, Human Capital Research Corporation, Chicago, Ill.; Review of Research Award for his article "Improving Intergroup Relations in Higher Education: A Critical Examination of the Influence of Educational Interventions on Racial Bias," published in AERA's Review of Educational Research, Winter 2004. This award is presented annually to authors of an outstanding article that has appeared in an AERA-sponsored publication.
He is honored for his contribution to the understanding of educational interventions through his examination of multiple sources of evidence and careful evaluation of each source.
The American Educational Research Association (AERA), founded in 1916, is the national research society for more than 22,000 members. AERA is dedicated to advancing knowledge about education, to encouraging scholarly inquiry related to education, and to promoting the use of research to improve educational processes and serve the public good.
AERA represents approximately 22,000 scholars who conduct education research and evaluation. Founded in 1916 and based in Washington, D.C., AERA offers a comprehensive program of publications, training, fellowships, and meetings to advance education research, disseminate knowledge, and improve the capacity of the profession to serve the public good. http://www.aera.net
RSS