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2006 - American Sociological Association Pages: 22 pages || Words: 6883 words || 
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1. Beller, Emily. "Re-Conceptualizing “Parent” Education in Predicting Children’s Educational Attainment: How Attention to the Non-Residential Parent’s Education is Key to Understanding the Lower Educational Outcomes of Children Raised in Single Parent Families" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 10, 2006 Online <APPLICATION/PDF>. 2018-05-22 <http://citation.allacademic.com/meta/p105261_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Quantitative models predicting children's educational attainment typically assume that both the intercepts (means) and slopes (strength of effects) of non-residential parent's education are eqivalent to those of residential parent education. I use data on non-residential parent educational attainment , coupled with measures of parent involvement, to explain the lower educational outcomes of children raised primarily in single parent families. I show that the lowered attainment is not an effect of family type per se, but rather due to children's reduced access to non-residential parent educational resources.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 488 words || 
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2. Morgan, Lucinda. and Fresse, Fabrice. "Professional development for educators by educators cultivating educational diplomacy across the Atlantic: the development of the Transatlantic Educators Dialogue" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2018-05-22 <http://citation.allacademic.com/meta/p1217687_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In the context of national and international institutions questioning the roles, missions and performances of various educational systems, the Transatlantic Educators Dialogue (TED), supported by the European Union Center at the University of Illinois at Urbana-Champaign, creates an opportunity for educational experts from the countries of the European Union and the United States to identify educational challenges, compare good practices, and develop professional expertise. The paper explains the conception of TED, based on concepts of globalization and education described by the works of Fazal Rizvi. TED was conceived as an educational diplomatic think-tank, which unites educators from different professional backgrounds and utilizes different structural and geographical spaces in the educational world. In addition, online technology, including Blackboard Collaborate, Moodle, Facebook Groups, and Google Docs, are used to facilitate a collaborative and comparative analysis of educational systems through a meta-conceptual and transversal approach.

The paper also details the manner in which TED was designed and implemented as a thirteen week professional development opportunity, explores and analyzes the history of TED, and how it has transitioned into a program that connects approximately one hundred each year. In order to better explain the impact of TED on educators who have participated, qualitative methods have been utilized, and this paper includes data collected from the applicants of participants, as well as analysis of the end-of-program evaluations and follow-up interviews with former participants. There is a specific topic of focus for each weekly TED session that is co-led by three to four participants. Topics in previous TED sessions have included youth culture, comparing the various education structures in the United States and Europe, approaches to teaching, impressions of “the other’ and cultural awareness, immigration and its impact in the classroom, student and parent involvement, building safe spaces in the classroom, religious education and homeschooling, technology use in the classroom, opportunities for international collaboration, and the future of education.

The paper argues that TED has been highly successful of connecting educators who normally would not interact, and allows them opportunities to present about the educational situations in their local community while simultaneously learning about the educational cultures in other locations in the United States and in Europe. After seven years since implementation and with guided adjustments, this paper also explores additional outcomes of TED, as well as the future of this innovative, diplomatic program that serves as a form of professional development for educators. Though the expense and time needed to travel across the Atlantic Ocean, or even across state or national borders, might be inconceivable for many educators in their current situations, through the use of online technology, TED effectively connects educators, classrooms, and schools in an engaging and empowering platform. It encourages educators to consider how they perceive themselves as a leader in their own educational context, as well as an opportunity to better understand the challenges and similarities they have with fellow educators in various locations.

2016 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
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3. Nitsche, Natalie. and Van Bavel, Jan. "Her Education, His Education, and Fertility: Exploring How Educational Pairings Affect Couples’ Childbearing Behavior" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Washington State Convention Center, Seattle, WA, Aug 17, 2016 Online <APPLICATION/PDF>. 2018-05-22 <http://citation.allacademic.com/meta/p1120381_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: A growing body of literature is seeking to understand childbearing behavior from a couple’s perspective. Accumulating evidence suggests that the fertility-education relationship for women depends on the partner’s education, and vice versa. Specifically, recent evidence suggests that couples with two highly educated partners may have higher second or third birth hazards than couples with only one highly educated partner or two lower educated partners. Yet, this evidence is largely descriptive, and not much is known about the underlying mechanisms of why the educational pairings of the partners may be meaningful for their childbearing behavior. Our study aims at investigating these underlying mechanisms. We use a new and innovative panel study from Germany, the Pairfam, to test several mechanisms which may be driving these differences in childbearing behavior between couples of varying educational pairings. We specifically focus on differences between highly educated homogamous and other couples with one highly educated partner only. We look at differences in the division of housework, his and her values about gender and family, and how well the partners are matched on them, perceived conflict and conflict resolution strategies, and whether there are differences in how well the partners are matched on fertility preferences across educational pairings.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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4. Knotts, Michelle. "Initial Teacher Education and Corporate Education Reform: Learning from Conversations with Critical Teacher Educators" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <APPLICATION/PDF>. 2018-05-22 <http://citation.allacademic.com/meta/p1168939_index.html>
Publication Type: Emerging Scholars Series
Review Method: Peer Reviewed
Abstract: This qualitative inquiry explores the lived experiences, commitments, and practices of four critical teacher educators who have taken a stance against the corporate reform paradigm of education in
 their scholarship, activism, and teaching.

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