This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
This article focuses on the emergence of sociolegal studies over the past twenty-five years through an analysis of the development of the Law and Society Association. The paper takes the view that this scholarly field is best understood from a broad-based, multidisciplinary perspective that includes, but does not privilege, legal scholarship. Also, the article argues that sociolegal studies has been pluralistic, self-reflective, and dynamic since its inception and that current critiques must be examined in light of this past. Three areas of contemporary concern—the centrality of law; the impact of policy, politics, and reform motives; and the nature of science—are assessed in terms of sociolegal studies specifically and social science inquiry more generally. Opportunities for growth and change are considered.
In this manuscript, we (a) briefly describe proposed open-science practices to increase transparency of research in special education and related disciplines, and (b) provide recommendations for research funders, professional societies, journal editors and publishers, and individual researchers to support awareness, exploration, and adoption of open science.
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