The Early Career Award is open to early-stage professionals across various fields, not limited to academic circles, encouraging applications from practitioners and those active in broader professional domains that require the use of research of evidence.
Nominations: Both self-nominations and nominations of others will be accepted. If you’d like to nominate someone with whom you do not have a direct relationship, you can submit their name and SREE will reach out for the requested material on your behalf.
Nominations must include:
- An up-to-date CV
- One-page summary of contributions written by the nominee
- A 1-2 page letter of support provided by an advisor or colleague.
The summary of contributions and the letter of support together would ideally address the following domains: (1) quality of research; (2) relevance / contributions of research to educational practice; and (3) contributions to / participation in SREE. All materials should be sent to [email protected] as a single PDF, with the exception of the letter of support, which may be sent separately if desired. Be sure your name is on the application.
Criteria for selection: (1) quality of research/research practice; (2) relevance/contributions/application of research to educational practice; and (3) contributions to / participation in SREE and/or causal education research field.
2024 Early Career Award Recipients: Xu Qin, University of Pittsburgh, Allison Gilmour, American Institutes for Research
2023 Early Career Award Recipients: Robert Shand, American University, Anjali Adukia, University of Chicago, and Zuchao "William" Shen, University of Georgia
Eligibility: For the award given at the annual SREE conference, author(s) of a paper published in JREE in the preceding year.
Selection Committee: The selection process will be conducted by the JREE editorial team. There is no application or external nomination process.
Recognition: The recipient(s) will be recognized at the SREE Conference and will receive a plaque. The recipient(s) will be notified by January 31st of the conference year.
Criteria for selection: The paper provides a model example of rigorous evaluation of an educational innovation, a particularly important methodological advance, or a thorough and impactful review of theory, contexts, or mechanisms of educational processes.
2022 JREE Outstanding Article Award Recipients: David D. Liebowitz, Lorna Porter & Dylan Bragg for The Effects of Higher-Stakes Teacher Evaluation on Office Disciplinary Referrals, Journal of Research on Educational Effectiveness, 15:3, 475-509, DOI: 10.1080/19345747.2021.2015496
2021 JREE Outstanding Article Award Recipients: Mengli Song, Andrew J. Wayne, Michael S. Garet, Seth Brown & Jordan Rickles for Impact of Providing Teachers and Principals with Performance Feedback on Their Practice and Student Achievement: Evidence from a Large-Scale Randomized Experiment, Journal of Research on Educational Effectiveness, 14:2, 353-378, DOI: 10.1080/19345747.2020.1868030
2020 JREE Outstanding Article Award Recipients: Dan Goldhaber, John M. Krieg & Roddy Theobald for Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers, Journal of Research on Educational Effectiveness, 13:2, DOI: 10.1080/19345747.2019.1698087
2019 JREE Outstanding Article Award Recipients: Sharon Wolf, J. Lawrence Aber, Jere R. Behrman & Edward Tsinigo for Experimental Impacts of the 'Quality Preschool for Ghana' Interventions on Teacher Professional Well-Being, Classroom Quality, and Children’s School Readiness, Journal of Research on Educational Effectiveness, 12:1, DOI: 10.1080/19345747.2018.1517199
2018 JREE Outstanding Article Award Recipients: Luke Miratrix, Jane Furey, Avi Feller, Todd Grindal & Lindsay C. Page for Bounding, An Accessible Method for Estimating Principal Causal Effects, Examined and Explained, Journal of Research on Educational Effectiveness, 11:1, 133-162, DOI: 10.1080/19345747.2017.1379576
2017 JREE Outstanding Article Award Recipients: Julie A. Edmunds, Fatih Unlu, Elizabeth Glennie, Lawrence Bernstein, Lily Fesler, Jane Furey & Nina Arshavsky for Smoothing the Transition to Postsecondary Education: The Impact of the Early College Model, Journal of Research on Educational Effectiveness, 10:2, 297-325, DOI: 10.1080/19345747.2016.1191574
Howard S. Bloom, Stephen W. Raudenbush, Michael J. Weiss & Kristin Porter for Using Multisite Experiments to Study Cross-Site Variation in Treatment Effects: A Hybrid Approach with Fixed Intercepts and a Random Treatment Coefficient, Journal of Research on Educational Effectiveness, 10:4, 817-842, DOI: 10.1080/19345747.2016.1264518
JREE OUTSTANDING REVIEWER AWARD
This award recognizes the contributions of reviewers for the Society’s journal, Journal of Research on Educational Effectiveness (JREE). Among all reviewers who have served on the editorial board in JREE in the prior calendar year (2022), one or more outstanding reviewers will be recognized with this award.
Eligibility: For the award given at the annual SREE conference, reviewer(s) of manuscripts submitted to JREE in the preceding year.
Selection Committee: The selection process will be conducted by the JREE editorial team. There is no application or external nomination process.
Recognition: The recipient(s) will be recognized at the SREE Conference and will receive a plaque. The recipient(s) will be notified by July 1st of the conference year.
2023 JREE Outstanding Reviewer Award Recipients: Constance A. Lindsay, University of North Carolina - Chapel Hill, David D. Liebowitz, University of Oregon & Amanda Grenell, Indiana University - Bloomington
HEDGES LECTURER
The Hedges Lecture is a much-anticipated highlight of the yearly SREE conference. Offered by an individual who has made notable contributions to methods in education research, the lecture challenges the audience to think more critically, deeply, and expansively about the methods we use. The lecture bears the name of Larry Hedges to honor his work in advancing research methods in education and social science and his part in founding the Society, which supports continuous improvement in the field.
The SREE board of directors is requesting nominations for the 2023 Hedges Lecturer. In making your nomination, please consider the individual's:
- Contributions to advancing research methods in education
- Potential for offering an engaging, thought-provoking lecture
- Involvement with SREE
You will be asked to provide the name of your nominee, why they deserve this honor, and why you think they would give an engaging lecture.
The deadline is March 15, 2023.
|
2023 Hedges Lecturer: Roderick J. Little, University of Michigan, The Treatment of Missing Data in Empirical Studies in Education
2022 Hedges Lecturer: Barbara Schneider, Michigan State University, Observing Equity and Inclusion in Effectiveness Research
2021 Hedges Lecturer: David Francis, University of Houston, Are We There Yet? Reflections on 35 Years of Statistical Journeys into the Science of Reading, Language, Learning, and Education
2020 Hedges Lecturer: Stephen Raudenbush, University of Chicago, Mobilizing Evidence to Reduce Educational Inequality: A Life-Course Perspective
2019 Hedges Lecturer: Judith Singer, Harvard University, Shaping the Arc of Educational Research
2018 Hedges Lecturer: Andrew Gelman, Columbia University, Evidence-Based Practice Is a Two-Way Street
2017 Hedges Lecturer: Esther Duflo, Massachusetts Institute of Technology, From Research to Policy: The Tortuous Process of Mainstreaming an Effective Education Intervention
2016 Hedges Lecturer: Larry V. Hedges, Northwestern University, Challenges in Building Usable Knowledge in Education
