What if school isn’t the right place to study curiosity?
What should researchers do if students don’t think there’s a meaningful difference between curiosity & interest?
Do we need students to feel curious at all?
Our study offers some considerations for the next phase of curiosity research:
Handbook of Personalized Learning, in print and held to show cover.
The Handbook of Personalized Learning is finally in print!
Arrived yesterday(!) & pre-order pricing thru 🦃. www.routledge.com/Handbook-of-...
We provided teachers & designers with a guide to theoretically supported PL design logic & demos across subject areas, ages, & contexts.
+DIY figure! ⬇️
And here's Dr. Daley's full article, which is definitely a great read. #PsychSciSky #AcademicSky #EduSky
Universal Design for Learning is a great way to think about supporting learners - but did you know it's also a great way to think about doing research? In this podcast episode, Dr. Samantha Daley talks about her wonderful article on using UDL to inform research.
#PsychSciSky #AcademicSky #EduSky
I'm so pleased the latest issue of #EducationalPsychologist is focused on how students with disabilities can be included in psychological research. Hear all about the special issue, & the guest editors' Transdisciplinary Inclusivity model, in this podcast episode! #PsychSciSky #AcademicSky #EduSky
Stop reading this thread!! Go read this instead and then email me so we can chat about your next project and how you can ensure it is anti-ableist and inclusive:
In particular, my deepest gratitude to Jeff Greene for his editorial stewardship. I learned so much from his incisive and constructive feedback, and sincerely value his championing of our ideas as we've worked to weave them together.
I want to publicly thank the outgoing editors, Jeff Greene and Lisa Linnenbrink-Garcia, for leading the field in affirming that disability is not a peripheral issue, but central to the work we do as educational psychologists, & that students with disabilities matter in both scholarship and practice.
So while my primary hope is that you (yep, you) design your next study actively recruiting students with disabilities to be in it, I also hope that reading the articles helps you strike up a conversation with a colleague about these ideas too.
...which means we've had a number of years to name these ideas and hear each other's perspectives and find consensus. Writing & editing these manuscripts helped us see where we disagreed or were talking past each other in ways that I think are truly valuable for all collaborators to experience.
Across the editorial team alone, we had one wedding, two promotions, three institutional moves, and three babies--with no gestational overlap--in the time between submitting the initial proposal and the issue going live...
I'm not doing these manuscripts any justice in this thread! They are thought-provoking yet accessible; clear and compelling. I'm so indebted to the authors & editorial team for their efforts on this special issue which has been *years* in the making.
And lucky readers, Kristen Bottema-Beutel provided a commentary, too! She unpacks the notion of 'research quality' and provides key considerations for methodology when working with samples that include students with disabilities.
We were grateful that THE Mildred Boveda provided a commentary on the special issue, unpacking tensions across fields that can make transdisciplinary work difficult and offering a roadmap for collaborative, anti-ableist research partnerships.
Erik Hines, Renae Mayes, Donna Ford, Tanya Middleton, and James Moore III demonstrate how existing frameworks (like bioecological systems theories) can be transformed to amplify students' strengths and turn a critical eye on making real systemic change when rooted in Afrocentric cultural styles.
Samantha Daley argues that research in the field would be better--more robust, asking more interesting research questions and offering enriched insights--if researchers designed studies in the same way teachers are encouraged to design their classrooms: inclusive from the beginning.
It's here! The newest issue of @edpsychjournal.bsky.social asks: why aren't you including students with disabilities in your research?
Then, an amazing group of scholars demonstrate how and why they DO. I want to highlight a few aspects of the special issue in particular:
SO excited for the new @edpsychjournal.bsky.social issue on including students with disabilities in research & theory! Kudos to guest editors @benheddy.bsky.social @alyssaemery.bsky.social Rebecca Louick and @jchow.bsky.social #PsychSciSky #AcademicSky #EduSky
www.tandfonline.com/toc/hedp20/6...
A great opportunity for AERA Div C members (especially 3a!)
A slide with a picture of OSU coach Ryan Day. The slide heading reads “Dimensions of Attributions: Why did OSU lose to Michigan?” Also on the slide is a 2x2 grid representing the dimensions of attribution theory. As an example of stable, internal attribution, the text reads “I am irreparably bad at my job.”
Turning pain into student learning gains
Ha, I was just too star struck by everyone else to notice 😍. Thanks again!
May I join too? Thanks for putting this together!
Community for Education Scholars in all areas and concentrations looking to find each other!
Please reply to this post if you want to be added!! #EducationScholars
go.bsky.app/BaXvoap
Room for one more? Thanks for putting this together + managing!
Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford University Institute on Diversity
Now more than ever community and support is needed. That’s why @sylviapperry.bsky.social and I are happy to solicit applications for the 3rd annual CASBS Summer Institute on Diversity. If you're a pre-tenure prof studying diversity, apply & repost! Apps due: Dec 11 casbs.stanford.edu/call-applica...
I have two that I’ll email you if you’d like to have some on deck
Grateful to you, Lisa, and the editorial board of Educational Psychologist!
He’s my goal model :)
To that end, to do my part in changing the tide, that's all I know to do: conduct the kind of empirical & conceptual work I want to see, ask questions about the exclusion of participants with disabilities when I'm asked to review, and bring up these topics on forums like this one. Other ideas? 9/9