2024 Call for Papers

Call for Papers Timeline
February 1, 2024: Abstract submissions open
April 3, 2024: Abstract submissions close
June 21, 2024: Decision notifications sent
June 21, 2024: Preliminary program online
June 21, 2024: Registration opens
August 21, 2024: Early registration deadline

 

Conference Venue & Location: Baltimore Marriott Waterfront in Baltimore, MD

 

A Message from the Program Co-Chairs

Guadalupe Carmona & Vivian C. Wong, 2024 Program Co-Chairs

This year’s conference theme, “Navigating the Future of Education Research: Impact Evaluation in a Transforming Landscape,” invites participants to delve into the methodologies, skills, and knowledge areas that education researchers will need to provide rigorous evidence for decision-making.

The education landscape is undergoing rapid change. The Covid-19 pandemic amplified existing inequities in many education systems, and there is a growing demand for interventions that yield positive outcomes while being culturally and linguistically responsive to the needs of diverse learners and their communities. The advent of education technology products, including generative AI, has the potential to profoundly change the nature of teaching and learning in classrooms.

What tools, skills, and knowledge will education researchers need to address rapid technological, cultural, and policy changes? At this year’s meeting, we invite attendees to propose, debate, and explore areas and perspectives that future education researchers will need.

To support lively conversations and idea-sharing, we introduce three innovations to our annual meeting. First, we announce a partnership with an IES-funded Pathways to the Education Sciences Research Training Program, to broaden and diversify participation in the Education Sciences by preparing a new generation of undergraduate fellows for doctoral study in education research. The Pathways Training program is designed to create pipelines for undergraduate students from minority serving institutions to join the education research community and to bring fresh voices, ideas, and perspectives to address the nation’s most pressing educational challenges.

Second, we support proposal submissions that are descriptive, qualitative, and measurement studies that complement and inform the design, implementation, and analysis of causal impact evaluations and research studies.

Finally, we introduce Special Education as its own conference section. We invite researchers to submit proposals on studies that evaluate interventions and policies for learners with or at-risk for disabilities, as well as on methodological approaches that address the unique research challenges that arise in special education settings. 

There are likely other knowledge areas, skills, and perspectives that education researchers will need as we continue to evolve as a community. We encourage you to join the conversation about what education research should look like over the next 20 years at the 2024 SREE annual meeting!

Guadalupe CarmonaUniversity of Texas - San Antonio, and Vivian C. Wong, University of Virginia
SREE 2024 Conference Program Co-Chairs

 

Preliminary Online Program
Registration
Conference Sections

 

Presentation Formats
Paper Types & Review Criteria
Submission Procedures
P
rogram Limit

 

Presentation Formats

Symposia
Symposia provide the opportunity for investigators whose work has a common theme to present their findings in a single session. Each symposium proposal should include:

(1) a justification that describes the contributions of each individual paper and how the studies are related;
(2) abstracts for each of the individual papers (maximum of 4 permitted) being proposed;
(3) a description of the ways in which (a) the people involved in this session reflect various dimensions of diversity (e.g., diversity of race, ethnicity, gender, career stage, institutional affiliation, and role, including policy-maker and practitioner roles), and (b) the methods and/or content of this submission embed equity principles and practices; and
(4) an independent discussant to provide comments on the papers, both individually and, more importantly, as a collection, sharing cross-cutting themes and policy implications.

Symposium sessions are 90 minutes long, and the organizer will be responsible for running the session and introducing the speakers. With respect to role, symposium organizers should think about how to incorporate individuals who are able to enact research findings highlighted in the session (e.g., a representative from a school district involved in an intervention or pilot study developed by a third-party research team).

Integrated Symposia
Integrative Symposia provide the opportunity for investigators with a diversity of perspectives, but whose work has a common theme, to present their findings in a single session. The integrative symposium could include two or all three of the following perspectives of (1) methods + (2) sections/content areas + (3) policy/practice voice. Each symposium proposal should include:

(1) a justification that describes the contributions of each individual paper and how the studies are related;
(2) abstracts for each of the individual papers (minimum of 3, maximum of 4 permitted) being proposed;
(3) a description of the ways in which (a) the people involved in this session reflect various dimensions of diversity (e.g., diversity of race, ethnicity, gender, career stage, institutional affiliation, and role, including policy-maker and practitioner roles), and (b) the methods and/or content of this submission embed equity principles and practices;
(4) a description of the ways in which the session integrates from across two or more of the following: (a) methods, (b) sections/content areas, (c) policy/practice voices; and
(5) an independent discussant who will comment on the papers, both individually and, more importantly, as a collection, sharing cross-cutting themes and policy implications.

Integrative Symposium sessions are 90 minutes long, and the organizer will be responsible for running the session and introducing the speakers.

Moderated Discussions
Moderated Discussions provide an opportunity to explore an issue beyond paper presentations. A moderated discussion proposal should be closely aligned with the conference theme and should include:

(1) a moderator (who may also be the session organizer);
(2) a justification that promotes the session by describing the session (and any individual abstracts if the discussion format lends itself to more than a session description);
(3) an outlined plan for the session that includes audience participation;
(4) proposed panelists (maximum of 5 permitted);
(5) a description of the ways in which (a) the people involved in this session reflect various dimensions of diversity (e.g., diversity of race, ethnicity, gender, career stage, institutional affiliation, and role, including policy-maker and practitioner roles), and (b) the methods and/or content of this submission embed equity principles and practices; and
(6) a description of the ways in which the session integrates from across two or more of the following: (a) methods, (b) sections/content areas, (c) policy/practice voices.

These moderated discussion sessions may take a variety of formats, such as a discussion with 2-3 panelists, a debate, an examination of a topic from different perspectives, or case studies. We encourage moderated discussions that actively engage the audience and seek to include multiple perspectives, including researchers and practitioners. NOTE: Moderated Discussion proposal reviews will not be blinded to allow reviewers to better evaluate the perspectives and experiences brought to the moderated discussion session.

Individual Papers
Individual papers with a similar focus will be assembled into a single session by the program committee. Usually, 3-4 papers are included in a session. In addition to an abstract, the proposal must include a description of the ways in which the methods and/or content of this submission embed equity principles and practices.

General Posters
Presenters in the general poster session will have the option of using physical or electronic display. Presenters may upload their poster presentations to the conference website to allow pre- and post-conference viewing of materials in addition to the abstract. In addition to an abstract, the proposal must include a description of the ways in which the methods and/or content of this submission embed equity principles and practices.

In-the-Pipeline Posters
In-the-Pipeline Posters allow presenters to share studies that are underway but do not yet have findings to report. Studies presented in these posters may also have interim findings that are not ready for presentation in a paper. The purpose of this session is to increase the SREE community’s awareness of research projects in the pipeline, facilitate networking among researchers conducting or contemplating similar work, and provide useful feedback to the presenters that can inform their work. In addition to an abstract, the proposal must include a description of the ways in which the methods and/or content of this submission embed equity principles and practices.

Workshops
In conjunction with the SREE 2024 Conference, SREE will be offering in-depth workshops that support the conference theme on Wednesday, September 18, 2024. If you are interested in organizing and running one of these workshops, please submit a proposal.The proposal should include:

(1) Contact name, affiliation, and email address;
(2) Workshop Title;
(3) Instructor name(s), affiliation(s), and email(s);
(4) Proposed length of time (2-5 hours);
(5) Description of the session;
(6) Significance of the topic and how it supports the conference theme; and
(7) Target Audience.

Workshop proposals will be reviewed by the SREE conference committee. Applicants will be notified by June 21, 2024. If the workshop presenters do not have funding (from their institution or a grant, for example) to give their workshop, then conference registration may be provided for workshop presenters.

These workshops provide a valuable opportunity for professional development and knowledge transfer between members of the SREE community.

 

SREE encourages diversity in its membership and in Society activities. The 2024 Program Committee encourages submissions across the conference program that include the presence and perspectives of individuals from diverse backgrounds.

 

Paper Types and Review Criteria
SREE will accept proposals for three types of studies: impact evaluations and/or cause-and-effect; research methods; and strategies and approaches for using evidence from cause-and-effect studies. This last category is aimed at encouraging the development of practices that connect rigorous research with on-the-ground practice in education settings. The review criteria for these three proposal types differ as noted below.

New for 2024: Studies that use descriptive methods, including qualitative approaches, may be included if the proposal addresses how the study or method informs the design, implementation, or interpretation of results from an impact evaluation or cause-and-effect study. These proposals may be identified as “Impact Evaluations and/or Cause-and-Effect” studies. 

Review Criteria (Empirical) for Impact Evaluations and/or Cause-and-Effect Studies

Theoretical Criterion
To what extent does the study build upon and extend our understanding of key phenomena?

Pragmatic Criteria
To what extent does the study address an important problem of policy or practice in education?

To what extent does the study have the potential to inform critical decisions about educational policy or practice (e.g., quantifying and interpreting effect sizes, comparing realistic alternatives)?

Methodological Criteria
To what extent does the study employ elements of research design that attempt to eliminate potential sources of bias that may interfere with valid cause and effect conclusions?

For a study that is descriptive or qualitative, to what extent does the proposal address how study findings complement, inform, or help interpret knowledge gained from a causal impact evaluation?

Does the study include valid and reliable measures of key variables and outcomes?
Is the study sample adequately representative of the population of interest?

Thematic Connection (for Moderated Discussion, Symposium, Integrated Symposium Only)
To what extent does the proposal explicitly address the conference theme by contributing research that helps navigate the future of education research, as appropriate?

Diversity and Equity Criteria
To what extent do the methods and/or content of this submission embed equity principles and practices?

If a Moderated Discussion, Symposium, or an Integrated Symposium, to what extent do the authors or session participants reflect various dimensions of diversity (e.g., diversity of race, ethnicity, gender, career stage, institutional affiliation, and role, including policy-maker and practitioner roles)?

Integration of Perspectives Criterion (for Integrated Symposia only)
To what extent does the session integrate from across two or more of the following: (a) methods, (b) sections/content areas, (c) policy/practice voices; and include an independent discussant who will comment on the papers, both individually and, more importantly, as a collection, sharing cross-cutting themes and policy implications.

Integration of Perspectives Criterion (for Moderated Discussions Only)
To what extent does the session integrate from across two or more of the following: (a) methods, (b) sections/content areas, (c) policy/practice voices.



Review Criteria for Studies of Research Methods

Theoretical Criteria
To what extent does the study improve our ability to identify and/or report cause and effect relationships in education?

For a method that is descriptive or qualitative, to what extent does the proposed method directly complement, inform, or help interpret knowledge gained from a causal impact evaluation?

Pragmatic Criteria
To what extent does the study identify a problem with important implications for producing and/or reporting evidence of effectiveness in education?

To what extent does the study present a solution to a problem that will advance the capacity to design, conduct, and/or report research?

Methodological Criteria
To what extent does the study provide evidence of the utility and adequacy of the methods employed or proposed?

If the study uses real or simulated data, does the analysis provide compelling evidence that the proposed methods are an improvement over existing methods?

Thematic Connection (for Moderated Discussion, Symposium, Integrated Symposium Only)
To what extent does the proposal explicitly address the conference theme by contributing research that helps navigate the future of education research, as appropriate?

Diversity and Equity Criteria
To what extent do the methods and/or content of this submission embed equity principles and practices?

If a Moderated Discussion, Symposium, or an Integrated Symposium, to what extent do the authors or session participants reflect various dimensions of diversity (e.g., diversity of race, ethnicity, gender, career stage, institutional affiliation, and role, including policy-maker and practitioner roles)?

Integration of Perspectives Criterion (for Integrated Symposia only)
To what extent does the session integrate from across two or more of the following: (a) methods, (b) sections/content areas, (c) policy/practice voices; and include an independent discussant who will comment on the papers, both individually and, more importantly, as a collection, sharing cross-cutting themes and policy implications.

Integration of Perspectives Criterion (for Moderated Discussions Only)
To what extent does the session integrate from across two or more of the following: (a) methods, (b) sections/content areas, (c) policy/practice voices.



Review Criteria (Applications/Practice) for Proposals of Strategies and Approaches for Using Evidence from Cause-and-Effect Studies

Theoretical Criterion
To what extent does the study extend our understanding of key phenomena related to using evidence from cause-and-effect studies in education?

Pragmatic Criteria
To what extent does the proposal address an important problem of policy or practice in education?

To what extent does the proposal have the potential to inform critical decisions about educational policy or practice (e.g., quantifying and interpreting effect sizes, comparing realistic alternatives)?

Methodological Criterion
To what extent is the strategy or approach anchored in an evidence-base with internal and external validities?

Thematic Connection (for Moderated Discussion, Symposium, Integrated Symposium Only)
To what extent does the proposal explicitly address the conference theme by contributing research that helps navigate the future of education research, as appropriate?

Diversity and Equity Criteria
To what extent do the methods and/or content of this submission embed equity principles and practices?

If a Symposium, Integrated Symposium, or Moderated Discussion, to what extent do the authors or session participants reflect various dimensions of diversity (e.g., diversity of race, ethnicity, gender, career stage, perspective, institutional affiliation and role, including policy-maker and practitioner roles)?

Integration of Perspectives Criterion (for Integrated Symposia only)

To what extent does the session integrate from across two or more of the following: (a) methods, (b) sections/content areas, (c) policy/practice voices; and include an independent discussant who will comment on the papers, both individually and, more importantly, as a collection, sharing cross-cutting themes and policy implications.

Integration of Perspectives Criterion (for Moderated Discussions Only)
To what extent does the session integrate from across two or more of the following: (a) methods, (b) sections/content areas, (c) policy/practice voices.

 

Submission Procedures:

Individual Papers and Posters

Proposals for individual papers and posters should be submitted as a structured abstract, as outlined in the following paragraph. The abstract is limited to 1000 words, excluding references, tables, and figures.

We recommend that abstracts be organized using the following headings*:

  • Background/Context: Description of prior research on the subject and/or its intellectual context and/or its policy context.
  • Purpose/Objective/Research Question: Description of the focus of the research, including hypotheses.
  • Setting: Specific description of where the research took place.
  • Population/Participants/Subjects: Who, how many, key features or characteristics.
  • Intervention/Program/Practice: Specific description of the intervention, including key components of how it was implemented or administered, and its duration.
  • Research Design: Specific description of the research design, including strategies for eliminating sources of bias. For a descriptive and qualitative study, provide a description of the method, including how the study design complemented, informed, or helped interpret results from an evaluation or cause-and-effect study.
  • Data Collection and Analysis: Description of methods used in collecting and analyzing data.
  • Findings/Results: Description of main findings with specific details.
  • Conclusions: Description of conclusions, limitations, and recommendations of authors.

NOTE: In the submission, authors will be asked to submit a short statement (max. 250 words) describing the ways in which the methods and/or content embed equity principles and practices. 

*Abstracts for proposals that are not studies of cause-and-effect do not necessarily need to include all recommended headings.

 

In-the-Pipeline Posters

Proposals for the in-the-pipeline poster session should be submitted as a structured abstract, as outlined in the following paragraph. The abstract is limited to 1000 words, excluding references, tables, and figures.

We recommend that abstracts be organized using the following headings*:

  • Background/Context: Description of prior research on the subject and/or its intellectual context and/or its policy context.
  • Purpose/Objective/Research Question: Description of the focus of the research, including hypotheses.
  • Setting: Specific description of where the research is taking place.
  • Population/Participants/Subjects: Who, how many, key features or characteristics.
  • Intervention/Program/Practice: Specific description of the intervention, including key components of how it is or will be implemented or administered.
  • Research Design: Specific description of the research design, including strategies for eliminating sources of bias. For a descriptive and qualitative study, provide a description of the method, including how the study design complemented, informed, or helped interpret results from an evaluation or cause-and-effect study.
  • Data Collection and Analysis: Description of methods that will be used in collecting and analyzing data.
  • (Optional) Preliminary findings: Description of preliminary findings.

NOTE: In the submission, authors will be asked to submit a short statement (max. 250 words) describing the ways in which the methods and/or content embed equity principles and practices. 

*Abstracts for proposals that are not studies of cause-and-effect do not necessarily need to include all recommended headings.

 

Symposia, Integrated Symposia, and Moderated Discussions

Each element of a symposium, integrated symposium, or moderated discussion submission will be subject to the same limit of 1,000 words per abstract. In each case, the space limit does not include references, tables, or figures. For example, a symposium or integrated symposium with 3 papers would have a word limit of 3500 (1000 x 3 plus 500). A moderated discussion with a moderator and 3 panelists would have a word limit of 3500 (1000 x 3 plus 500), but a non-standard discussion might not have individual elements and simply require a moderated discussion justification (session description). In each case, the space limit does not include references, tables, or figures. For each session type (symposium, integrated symposium, moderated discussion), submitters will be asked to submit a short statement (max. 250 words) describing the ways in which the methods and/or content embed equity principles and practices.

*Note: The headings above were derived from Mosteller, Nave & Miech (2004), Why We Need A Structured Abstract in Education Research. Educational Researcher 30(1), 29-34.
https://files.eric.ed.gov/fulltext/EJ727552.pdf


Conference Program Limit
An individual may be a presenting author (in a symposium, integrated symposium, paper session, general poster session, or in-the-pipeline poster session) or moderated discussion participant (moderator or panelist) no more than twice in the conference program. This restriction does not include serving as a symposium organizer, symposium discussant, moderated discussion organizer, paper session chair, or workshop instructor. The presenting author must be identified in the abstract submission process for each paper or poster and will be designated in the conference program.