New England Educational Research Organization (NEERO)
Bringing Educational Researchers Together
The Board of the New England Educational Research Organization (NEERO) is pleased to share the NEERO 2022 Call for Submissions. The 53rd annual meeting conference theme is "Expanding Equity in Educational Research." The NEERO Board is considering virtual, hybrid, and in-person options for the NEERO 2022 conference. More details to follow.
The New England Educational Research Organization (NEERO) creates space for you to share your educational research with peers throughout New England and beyond.
Founded in 1969, the New England Educational Research Organization (NEERO) is a regional research organization with members from colleges and universities, public and private schools, state and local educational agencies, health and social service agencies, and education organizations. NEERO is a member of the Consortium of State and Regional Educational Research Associations (Consortium SRERA) and is an Aligned Organization of the American Educational Research Association (AERA).
For each annual meeting, NEERO welcomes submissions for papers, posters, symposia, and research-in-progress roundtable presentations. When you submit your proposal, you will be asked to identify the content as relevant to one of the following eight topic areas.
Curriculum & Instruction
The Curriculum and Instruction strand targets research-based practices that consider equity and inclusivity as central tenets to the development and implementation of innovative curriculum and pedagogical practices across the lifespan. Global competencies, experiential and place-based learning, curriculum design/revision, technology as curriculum and pedagogy as well as policy studies at the school, district and regional level are pivotal in the exploration of this strand.
Human Development & Learning
The Human Development and Learning strand seeks proposals that examine learning and human development in community-based, PreK-12 and postsecondary contexts. Proposals in this strand should address topics related to cognition, emotion, and motivation across the lifespan, and examine the interaction between human development and learning processes, and their ecological, cultural, and social influences. The strand welcomes proposals that are empirical or conceptual in nature, and that utilize clearly presented theoretical frameworks, and rigorous methodological design (e.g. qualitative, quantitative, and mixed methods approaches).
Professional development (PD) is central to the career of researchers and educators. As such, PD strand serves as means for the sharing of tools, resources, and information aimed at continuous improvement of one’s career, research, and education. Examples of PD include but are not limited to ongoing informal and formal training, participation in professional organizations, enrollment in graduate programs, and conducting research. The PD Strand welcomes research that utilizes a variety of quantitative, qualitative, and/or mixed methods as well as direct and indirect measures to analyze professional development experiences. In addition, this PD strand values the role of technology in such experiences as well as the new developments in the field and ways to improve existing skills.
Diversity & Sociocultural Perspectives
The Diversity & Sociocultural Perspectives strand accepts conference proposals that explore the social, cultural, personal, structural, and systemic aspects of diverse communities in America, with the objective of developing a critical understanding of the issues that arise in the schooling of emergent bilingual, immigrant, special education, first-generation communities, etc. Topics addressed include the socio-political, economic, legal, philosophical, and pedagogical perspectives. Specifically, it reviews issues in the following broad categories: program design, curriculum and instruction, non-school factors affecting achievement, de-culturation, assimilation and acculturation, assessment, the appropriate education of special populations (migrants, refugees, and students with special education needs or limited formal schooling), and the relation to the above topics (e.g. access to appropriate assessment, access to technology, access to high-quality instruction, access to graduation, etc.).
The Higher Education strand accepts conference proposals that explore the social, cultural, personal, structural, and systemic aspects of higher education. Topics addressed within this strand include, for example: issues of access, equity and diversity; trends in early college, undergraduate and graduate programming; curricular and pedagogical assessment; administration; institutional reform; leadership; professional development; international studies programs; study abroad; and student learning. The strand seeks proposals that present rigorous qualitative, quantitative, conceptual, and mixed methods designs from a variety of theoretical frameworks that explore all levels of postsecondary education and programming as well as institutional types (e.g. community colleges, land grant, tribal, virtual, public, private, etc.).
The Teaching and Teacher Education strand is oriented toward research on the development and preparation of preservice and inservice teachers at all levels, and in a variety of settings. Topics that are a good fit for the TTE strand include research on: impacts of methods course strategies/assignments, discerning and developing teacher dispositions, candidate growth through field-based experiences, faculty examination of educator preparation practices, implementation of culturally sustaining practices or other frameworks (e.g. UDL, SEL as explicated by CASEL) in teacher education and professional development, and understanding the impact of education initiatives or policy on the contexts of teaching and teacher education
Measurement, Assessment, Evaluation, & Research Methods
The Measurement, Assessment, Evaluation & Research Methods strand encourages submissions that present innovative research on any of these areas. Examples of topics related to measurement and assessment include but are not limited to item and test development, current uses of assessment data, scale development, and application of psychometric models. This strand also encourages proposals that showcase results of evaluation studies including, for example, evaluation of educational policies or programs (at any scale). Issues explored by educational researchers are often complex and ever-evolving, thus requiring innovative and nuanced research methods. This strand also welcomes submissions that propose and discuss innovative research approaches (both qualitative and quantitative) or innovative applications of common methodologies.
Leadership, Policy & Educational Reform
The Leadership, Policy and Educational Reform strand accepts proposals that investigate or explore concepts and ideas that relate to leadership practices, policies effecting education, or research pertaining to reform initiatives with an emphasis on Pre-K-12 education. Examples of concepts proposed in the past include, leadership actions designed for specific demographics or populations, leadership initiatives targeted to increase performance, reviews of the effect policy has on specific groups or organizations, recommendations for policy revision, as well as the effects of reform initiatives on the institution, groups or individuals. Proposals have included international studies as well as local and national investigations. The strand seeks proposals that present rigorous qualitative, quantitative, conceptual, and mixed methods designs from a variety of theoretical frameworks that explore all levels of education and programming as well as institutional types (e.g. virtual, public, private, etc.).
Technology in Education
The Technology in Education strand seeks proposals focused on technology in learning environments and assessment. Research proposals can include, but are not limited to, technology’s role in curriculum, instruction, and assessments; how educational environments are leveraging technology to improve student engagement, motivation, and learning; and individual technology pedagogical content knowledge (TPCK). Additionally, proposals can address the application, analysis, and effectiveness of pedagogical approaches made possible by technology and how equitable access to educational technology, digital content, and technology can enhance learning opportunities to meet the diverse needs of all learners. Other suggested proposals can include research on innovations related to digital assessments as well as the research and application of instructional design principles to create innovative digital learning environments that engage and support learning. The strand welcomes empirical or conceptual proposals that clearly represent theoretical frameworks and rigorous methodological design, such as qualitative, quantitative, mixed-method approaches, and conceptual analysis.
What Do Our Members Value About NEERO?
Quotes are taken from 2020 Member Survey