Virtual 2023 American Educational Research Association (AERA) Meeting

The Friday Institute will be presenting at the 2023 American Educational Research Association Annual Meeting virtual component in addition to the placed-based component in April.  The virtual component will be held online May 4-5. Friday Institute researchers will present their work on educator professional needs, teacher perceptions of working conditions and the science of reading during these virtual sessions.


Time Session Location Presenters
Thu 5:15 p.m. - 6:45 p.m. Chinese internationalized schools have undergone transformational shifts due to educational policy changes and COVID-19-related restrictions. This study explored teacher perceptions of working conditions through a survey administered annually between 2019 and 2022 at one Chinese internationalized secondary school. Data analysis revealed a negative association between teacher perceptions of working conditions and immediate professional plans of moving schools or leaving education, as well as with international teacher status. Additionally, teacher perceptions of working conditions and three primary stay factors—(1) instructional practices and support, (2) school leadership, and (3) time during the work day—were negatively associated. Given ongoing teacher recruitment challenges for Chinese internationalized schools, school leadership may need to provide targeted working conditions supports with an eye toward teacher retention. SIG Virtual Rooms, International Studies SIG Virtual Paper Room
  • Marie Himes
  • Sarah Bausell
Fri 9:00 a.m. - 10:30 a.m. The COVID-19 pandemic suspended face-to-face instruction in schools around the globe, requiring schools and educators to begin teaching online with little to no time for professional development to aid them in the transition. This exploratory qualitative study sought to better understand the classroom, school, and district-level challenges K-12 educators were facing one year into the pandemic and examine their self-identified primary professional development needs. Focus group and interview data revealed that educators needed support integrating technology, supporting student and educator social-emotional learning needs, and establishing and nurturing inclusive communities. Participants also shared how the current political landscape impacted their areas of growth. The study generates new knowledge applicable to instructional design, instructional leadership, and educational research audiences. Division H Virtual Sessions, Division H - Research, Evaluation and Assessment in Schools Virtual Roundtable Room
  • Callie Edwards
  • Keith Lindsay
  • Cigdem Meral
  • Kendall Hageman-Mays
Fri 10:45 a.m. - 12:15 p.m. The southeastern state study site recently passed science of reading (SOR) legislation, requiring a cohort model of intensive professional development (PD) for PreK-5th grade public school educators between 2021-2024. This study draws data from a series of focus groups to understand public school educators’ orientations toward new SOR policy and related PD requirements. Participants’ complex orientations toward SOR policy mandates were evidenced alternatively throughout focus group data as expressions and statements of value dissonance and consonance. Teachers’ responses to SOR legislation, including verbalized support for and concerns about implementation, highlight possible limitations of the policy. Specifically, participants agreed that improvements to reading instruction were necessary, but challenged the timing, relevance, and equity of the policy. SIG Virtual Rooms, Research in Reading and Literacy SIG Virtual Paper Room
  • Sarah Bausell
  • Marie Himes