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SREE encourages diversity in its membership and in Society activities. The Spring 2020 Program Committee welcomes submissions across the conference program that include the presence and perspectives of individuals from diverse backgrounds, including those associated with race, ethnicity, gender, career stage, institutional affiliation and role.
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Paper Types and Review Criteria
For the Spring 2020 conference, SREE will accept proposals for three types of studies: 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.
Review Criteria for Cause-and-Effect Studies
Thematic Connection (for Moderated Discussion Panels only)
To what extent does the proposal explicitly address the conference theme?
Theoretical Criterion
To what extent does the proposal extend understanding of key phenomena or improve our ability to identify cause-and-effect relationships 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?
Methodological Criteria
Has the proposal employed elements of research design that attempt to eliminate potential sources of bias that may interfere with valid cause-and-effect conclusions?
Does the proposal include valid and reliable measures of key variables and outcomes?
Does the proposal clearly articulate a population of interest and discuss how the sample represents this population?
Review Criteria for Studies of Research Methods
Thematic Connection (for Moderated Discussion Panels only)
Does the proposal explicitly address the conference theme?
Theoretical Criterion
Is the problem under study clearly situated in a historical context with attention paid to prior methodological research?
Does the proposal improve our ability to identify cause-and-effect relationships in education or improve our ability to apply results from cause-and-effect studies to questions of education policy and practice?
Pragmatic Criteria
To what extent is there a specifically articulated and important problem in education that this work is trying to solve?
To what extent do the methods provided appear promising in their capacity to be implemented by education researchers conducting cause-and-effect studies?
Methodological Criteria
To what extent are the proposed methods clearly articulated (versus being too vague or overly complicated)?
If the proposal provides mathematical derivations, do they appear clear and correct?
If the proposal uses real or simulated data, is enough detail provided regarding the data or simulation design, and is this design adequate for providing evidence that the proposed methods are an improvement over existing methods?
Review Criteria for Proposals of Strategies and Approaches for Using Evidence from Cause-and-Effect Studies
Thematic Connection (for Moderated Discussion Panels)
To what extent does the panel explicitly address the conference theme?
Theoretical Criterion
To what extent does the proposal extend understanding of key phenomena related to use of 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?
For Empirical Papers: Methodological Criteria
To what extent does the proposal employ a research design appropriate to the question?
Does the proposal include valid and reliable measures of key variables?
Does the proposal clearly discuss the conditions under which the strategies or approaches might be useful in other samples or populations (or the contexts in which more research is needed)?
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, in a single-spaced document using 12-point font. 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.
- 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.
“In the Pipeline” Poster Session for Works in Progress
Proposals for the works-in-progress poster session should be submitted as a structured abstract, as outlined in the following paragraph, in a single-spaced document using 12-point font. 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.
- Data Collection and Analysis: Description of methods that will be used in collecting and analyzing data.
- (Optional) Preliminary findings.
Abstracts for proposals that are not studies of cause-and-effect do not necessarily need to include all recommended headings.
Symposia and Moderated Discussion Panels
Each element of a symposium or panel submission will be subject to the same limit of 1000 words per abstract. In each case, the space limit does not include references, tables, or figures. For example, a symposium with 3 papers would have a word limit of 3500 (1000 x 3 plus 500). A standard panel with a moderator and 3 panelists would have a word limit of 3500 (1000 x 3 plus 500), but a non-standard panel might not have individual elements. In each case, the space limit does not include references, tables, or figures.
*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, paper session, or poster) or panel participant (moderator or panelist) no more than twice in the conference program. This restriction does not include serving as a symposium organizer, symposium discussant, panel organizer, or paper session chair. The presenting author must be identified in the abstract submission process for each paper or poster and will be designated with an asterisk in the conference program.