91涩漫

WASHINGTON, November 16, 2005

The American Institutes for Research (AIR), in collaboration with the 91涩漫 (91涩漫), is pleased to announce the selection of Wehmah C. Jones and Audrey Morgenbesser as the first young scholars chosen to participate in an 91涩漫-AIR (A2) Fellows Program aimed at encouraging the development of education researchers.

Psychologist Claude Steele to Address Issues of Stereotypes and Academic Achievement 91涩漫 Second Annual Brown Lecture in Education Research
WASHINGTON, October 20, 2005
Claude M. Steele, director of the Center for Advanced Study in the Behavioral Sciences in Palo Alto, California, and Lucie Stern Professor in the Social Sciences at Stanford University, will present the Second Annual Brown Lecture in Education Research, on October 20, 2005. Inaugurated in 2004 by the 91涩漫 (91涩漫), the Lecture features significant scholarship directed toward the advancement of understanding of equality and equity in education.

91涩漫 Releases Book on Black Education-A Topic of Scholarly and Social Importance World-wide
WASHINGTON, October 20, 2005
Press Kit
The 91涩漫 today briefed reporters on the book BLACK EDUCATION: A Transformative Research and Action Agenda for the New Century at a Book Forum held at the National Press Club. This volume examines the knowledge base, presents findings, and offers new directions for research and practice in Black education and across diverse communities.

Scholars Find Kindergarten Retention Fails to Help - and May Hinder - Academic Achievement in Reading and Mathematics
WASHINGTON, October 3, 2005
For nearly 100 years, educators have debated the benefits of grade retention versus social promotion. A new examination of research on this perennially-controversial issue indicates that retention does not improve achievement among kindergartners in reading or mathematics, nor does it facilitate instruction by making classrooms more homogeneous academically. The report, based on the dissertation of Guanglei Hong, Ontario Institute for Studies in Education of the University of Toronto, appears in the fall issue of Educational Evaluation and Policy Analysis (EEPA), a peer-reviewed, scholarly journal published by the 91涩漫.

91涩漫 Releases Book on Teacher Education-Proposes New Research Agenda
WASHINGTON, June 20, 2005
Press Kit
The 91涩漫 (91涩漫) today releases a significant new book that examines the preparation of elementary and secondary teachers in the United States. Entitled Studying Teacher Education: The Report of the 91涩漫 Panel on Research and Teacher Education, the volume documents a comprehensive analysis and review of research on teacher education and proposes a research agenda on teacher education for the future.

Editor, Publisher Receives 2005 Public Service Award at the 91涩漫’s 86th Meeting
MONTREAL, Canada, April 13, 2005
For contributions to the field of education research in his capacity as writer, publisher, and editor, Ronald A. Wolk, today received the 91涩漫's (91涩漫) Public Service Award for 2005. This award recognizes public officials for their exceptional use of education research and statistics in shaping policy and sustained support for improving the quality of those disciplines.

91涩漫 Honors Scholars for their Contributions to Education Research
MONTREAL, Canada, April 13, 2005
The 91涩漫 (91涩漫) has presented Arizona State University Professor Gene V. Glass 91涩漫'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.

Stanford Psychologist Selected to Present 91涩漫 Brown Lecture on Research on Equality and Equity in Education
MONTREAL, Canada, April 13, 2005
The 91涩漫 (91涩漫) has selected Claude Steele, a Stanford University psychologist whose research has changed the way social scientists think about prejudice and stereotypes, to deliver the 2nd Annual Brown Lecture in Education this fall in Washington, DC. The lecture was inaugurated in 2004 to commemorate the 50th anniversary of the Brown v. Board of Education decision of the U. S. Supreme Court that took scientific research into account in issuing this landmark ruling.

91涩漫 President Addresses Annual Meeting on Teacher Preparation 
MONTREAL, Canada April 13, 2005
Marilyn Cochran-Smith, President of the 91涩漫, examines new dimensions of teacher preparation and their impact on education in her presidential address to the 2005 Annual Meeting in Montreal.

91涩漫 Honors Multicultural Education Scholar with its Social Justice in Education Award
WASHINGTON, April 4, 2005
The 91涩漫 (91涩漫) will present Emory University Professor Jacqueline Jordan Irvine 91涩漫’s Social Justice in Education Award for her efforts to advance social justice through education research. Her research focuses on multicultural education and urban teacher education, with special attention to the education of African American students.

91涩漫 Members Elect Assessment Expert as President-Elect
WASHINGTON, March 24, 2005
Eva L. Baker, Ed.D., professor of educational psychology and social methods in the Graduate School of Education and Information Studies at the University of California, Los Angeles (UCLA), has been voted president-elect of the 22,700-member 91涩漫 (91涩漫). Her term as president starts at the end of 91涩漫's 2006 Annual Meeting, after a year of service as president-elect.

91涩漫 Teams with L. Erlbaum to Publish New Handbook Series in Education Research
WASHINGTON, March 9, 2005
The 91涩漫 (91涩漫) and Lawrence Erlbaum Associates, Inc., (LEA) have agreed to publish a new series of books on education research. Tentatively called The 91涩漫/LEA Research Handbook Series, the first volume is anticipated to be published in 2007.Montreal-bound -- Education Researchers to Focus on Demography and Democracy at 86th Annual Meeting in Canada.

Montreal-bound -- Education Researchers to Focus on Demography and Democracy at 86th Annual Meeting in Canada
WASHINGTON, March 7, 2005
When the 91涩漫 (91涩漫) holds its Annual Meeting April 11 to 15 in Montreal, scholars will present research findings that illuminate three converging trends in education: increasing diversity among students, increasing tension regarding the role of education in a democracy, and increasing accountability through testing.