Social and Emotional Development in Educational Settings
Chair: TBA

The section on Social and Emotional Development in Educational Settings encourages submissions that advance knowledge of environments, schools, classrooms, teachers, practices, and policies that promote social and emotional development and well-being and shape academic, social, and health outcomes from preschool through adulthood. Studies may target a wide variety of social and emotional student and teacher factors, including beliefs, attitudes, attributions, skills, and behaviors. Proposals that expand the discourse on social and emotional development to include the role of structures and public policy are encouraged.

Special Education
Chair: TBA

The Special Education section invites submissions that examine approaches that effectively support learning, social, and behavioral outcomes for students with disabilities, educators, and their families. This section is particularly interested in submissions that focus on the intersection and/or overlap of systems that jointly, differentially, and synergistically contribute to or influence outcomes. Studies may focus on a wide range of factors that influence special education effectiveness, including but not limited to special education policy, educator preparation and retention, intervention efficacy/effectiveness, and the uptake, implementation, and sustainment of programs, practices, and policy.

Teachers and School Leaders
Chair: Maria Hyler, Learning Policy Institute

The section on Teachers and School Leaders seeks submissions exploring policies, programs, and practices related to supporting teacher and school leader effectiveness across a range of contexts. We encourage proposals that examine all phases of educators’ careers, including preparation, hiring, development, evaluation, and retention, as well as studies focused on measuring teacher and leader effectiveness. Such practices may include recruitment and screening procedures, incentive policies, preparation programs, staff evaluations, professional learning models, work culture, and innovative strategies to retain and promote effective staff, among others. Outcomes of interest include teachers’ and leaders’ attitudes and beliefs; well-being; knowledge about content, pedagogy, and development; teaching, coaching, and leadership skills in practice; and impact on other staff and students.

Organization of Schools and Systems
Chair: TBA

The Organization of Schools and Systems section encourages submissions that use rigorous research designs and analytic techniques to examine how schools, school systems, and other support systems can improve student outcomes. This section includes investigations focused on teacher collaboration, school and district leadership, improvement science, community and family engagement, school partnership approaches,, and other system-level educational reforms or interventions.

Use of Research Evidence across Settings
Chair: Elan Hope, Policy Research Associates & Andrew Pope, Scholars Strategy Network

The section on the Use of Research Evidence across Settings encourages submissions that rigorously examine the practices and conditions influencing how policymakers, practitioners, and other decision-makers utilize research evidence in education or in other contexts. Research evidence here is construed as any evidence resulting from systematic inquiry, whether conducted by traditional research organizations, in partnership, or in other venues. Outcomes of interest may address the knowledge, skills, and dispositions for using research evidence, the nature of evidence use, or the consequences of using research evidence. We are especially interested in proposals that evaluate how effectively the use of research evidence leads to impact on policy and practice.