The annual American Educational Research Association (AERA) conference is a great opportunity for thousands of researchers, practitioners, and policymakers to learn from one another and make connections that will help improve education. It is also a chance to celebrate and honor those who are doing outstanding work in the education research field. This year’s conference, held April 8-12, was no exception.
Among the AERA award winners who were honored this week are five people who have received funding from the Institute of Education Sciences (IES)—Michelene Chi, Douglas and Lynn Fuchs, Andrew Porter, and Daniel Schwartz.
Douglas and Lynn Fuchs received the 2014 “Distinguished Contributions to Research in Education Award,” which AERA describes as the premier acknowledgment of outstanding achievement and success in education research. The winner of this award gives a presentation at the annual conference. The Fuchs’ (pictured right) gave their presentation this year, which was entitled “The Changing Counterfactual in Schools and Classrooms: Implications for Educational Research. They are currently leading an IES research initiative, Improving Reading and Mathematics Outcomes for Students with Learning Disabilities: Next Generation Intensive Interventions.
The 2015 Distinguished Contributions winner, Andrew Porter (pictured left), also gave his address this week, entitled Standards-Based Reforms: Its Implementation and Effects. His most recent IES funding is to stand up a new Research and Development Center, the Center on Standards, Alignment, Instruction and Learning (C-SAIL).
In a recent post on the Inside IES Research blog, Dr. Porter discussed the work of C-SAIL , which seeks to deepen the understanding of the impact that college- and career-readiness standards are having on student outcomes.
The 2016 winner of the Distinguished Contribution to Research in Education Award is Michelene Chi, who is also an IES-funded principal investigator (PI). She will give her award address at next spring’s AERA conference in San Antonio.
Through an IES-funded grant, Dr. Chi (pictured right) is actively seeking to bring principles of learning from cognitive science into the hands of teachers so that their instruction can transform student learning.
Daniel Schwartz, who has spent his career bringing principles of learning from cognitive science into the classroom, received the 2015 Sylvia Scribner Award, which honors current research that represents a significant advancement in our understanding of learning and instruction. Dr. Schwartz (pictured left) delivered his award address at this week’s AERA meeting. His current IES project is seeking to create a set of principles to select problem sets for students in science, technology, engineering, and math (STEM) domains.
You can learn more about the AERA awards on their website. Congratulations to all the winners!
Photo Credits: Douglas and Lynn Fuchs, Vanderbilt University; Andrew Porter, University of Pennsylvania; Michelene Chi, Arizona State University; Daniel Schwartz, Stanford University
By Elizabeth Albro, Associate Commissioner, NCER