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Early Childhood Education
The Early Childhood Education section encourages submissions that assess the efficacy of parent-focused and classroom-based interventions designed to support the development of young children. Innovative approaches that examine processes of change within interventions or test pathways of influence, are of particular interest. Outcomes may include, though are not limited to: (a) cognitive development, including language acquisition and pre-academic skills across content areas and (b) self-regulation, including executive function and learning behaviors. Studies that target children in the preschool period are welcome, as are studies of younger children, especially when incorporating longitudinal follow-up assessments after school entry. Translational research, including intervention approaches and research designs that illustrate and facilitate links between educational research, practice and policy, will be well aligned with the conference theme.

Social and Emotional Learning Interventions in Educational Settings
The section on Social & Emotional Learning Interventions seeks proposals that expand the discourse defining outcomes targeted by programs addressing social and emotion learning.
The importance of personal development, independent of, though contributing to, academic outcomes, is widely recognized. Whether labelled social and emotional competencies,
twenty-first century skills or non-cognitive behaviors, these attributes are essential to success during formal education and throughout the life course. Submissions that clearly communicate what works to improve the capacity for self-awareness, emotion regulation, a growth mindset and relational proficiency, will align well with the conference theme. Research focused on the mechanisms through which social and emotional interventions function, as well as outcomes in both individual skills and environmental conditions, are encouraged.

Improving Classroom Practice
The section on Improving Classroom Practice invites proposals that address improvement of student achievement in a variety of content areas, including literacy and STEM subjects, through the design and implementation of classroom-focused interventions and assessments. Submissions should provide the theoretical basis for the practices examined, and employ rigorous methods for determining their efficacy. Intervention research may address instructional practice, curricula, and the use of technology. Assessment research may involve the development of new designs that provide teachers with formative data or facilitate the use of data in instructional decision-making. Studies focused on: (a) the introduction of new curricula, standards or assessments, (b) blended learning strategies, or (c) professional development or teacher coaching, are encouraged. Research that provides practical implications for teachers will be given priority.

Evaluating Educational Policies and Programs
The Evaluating Educational Policies and Program section encourages submissions designed to yield clear and specific evidence on the implementation and impact of interventions intended to improve educational settings and outcomes. Findings should be supported by rigorous methods and communicated for an audience of practitioners and policy-makers. Submissions will be given special consideration when they address prominent questions currently in the public discourse, including, though not limited to: (a) implementation of new standards, curricula, and assessments, (b) successful interventions for historically low-performing schools or groups,
(c) effective teaching, and (d) innovation in data use. Evaluations of interventions that yield null findings are of interest, provided they offer useful implications for policy.

Education and Life Cycle Transitions
The section on Education and Life Cycle Transitions invites submissions examining policies, programs, and practices designed to support student transitions and success through the educational experience, particularly from middle school through post-secondary settings.
Studies of innovative approaches to counseling, youth development services, remediation, credit recovery, out-of-school activities, dual enrollment, alternative pathways to graduation, college access and success, and career and technical education, are particularly encouraged. Studies and presentations that describe collaborations between researchers, practitioners, and policymakers that turn knowledge into effective and sustained action will align well with the conference theme.

International Perspectives on Educational Effectiveness
The section on International Perspectives on Educational Effectiveness encourages submissions which explore the effectiveness of education interventions at all levels, including early childhood, primary, secondary, vocational/technical, and post-secondary education. Studies originating in developing nations, as well as developed countries other than the United States, are welcome. Presentations that facilitate communication across the policy, practice and research communities will be well aligned with the conference theme. Research in international settings will be matched with domestic studies in conference sessions across the relevant conference sections, in order to facilitate bi-directional learning. The goal is to infuse international research across the program as a whole.

Research Methods
The Research Methods section encourages the presentation of new methods, or extensions of existing methods, in the areas of research design, measurement, and statistical analysis, that address problems of causal inference in educational research. Proposals may include purely methodological explorations, or applied methodological research, in which new procedures are illustrated within an actual study. Consistent with the conference theme, submissions that go beyond a focus on methods and their substantive applications to also consider: (a) how these techniques have, or may be used to, inform policy and high-stakes decision-making, (b) the limitations associated with approaches to influence policy, or (c) strategies for communicating methodological challenges and innovations to a broader policy audience, are of particular interest.