CRC is an opportunity for undergraduate and graduate students to share their research while gaining valuable experience proposing, preparing, and presenting their work in a supportive environment.
Monday, September 21, 2020 at 1:00 PM EST
Please REGISTER by September 18 to receive a Zoom link.
Join us for a brief presentation and Q&A to learn more about CRC, the student research conference held each spring at the School of Education and Human Development. The conference is an opportunity for undergraduate and graduate students to share their research while gaining valuable experience proposing, preparing, and presenting their work in a supportive environment.
CRC is organized by students, for students -- so it is also an opportunity to gain experience designing, planning, and running an academic conference. If you are interested in learning more or potentially getting involved in planning for CRC 2021, we invite you to attend an interest meeting on Monday, Sept. 21 at 1pm.
Presenters: Alexa Quinn, Melissa Lucas, Alex DeJong, Shoronda Matthews, Miray Seward, Maggie Thornton, Helen Min, and Molly Harry
The CRC Planning Committee
- Committee Chair: Alexa Quinn (firstname.lastname@example.org)
- Committee Co-Chair: Melissa Lucas (email@example.com)
- Logistics Committee Lead: Miray Seward
- The Logistics Committee coordinates location, technology, food, and volunteers on the day of the conference.
- Communications Committee Leads: Alex DeJong and Shoronda Matthews
- The Communications Committee coordinates conference promotion, upkeep of the website, and communication about the conference.
- Program Committee Lead: Molly Harry
- The Program Committee coordinates presentation moderator training and presentation sessions, faculty involvement, creation of the program, and presentation schedules.
- Proposal Committee Leads: Margaret Thornton and Helen Min
- The Proposal Committee coordinates proposal submissions and review process.
CRC 2020 Cancelled
Due to guidelines regarding social distancing in public spaces, CRC 2020, previously scheduled for Friday, March 27th, has been canceled. Thank you to everyone who was scheduled to present, volunteer, or worked on the planning committee. We will share more information about plans for CRC 2021, including options for in-person, virtual, or hybrid formats to share student research, as they become available. If you are interested in being involved in this planning, email Alexa Quinn (alm8h).
The 10th Annual Curry Research Conference was held on Friday, March 29, 2019. Thank you to everyone who helped make the event a success!
Keynote by Liz Bettini
Special Education Teachers' Working Conditions: A Potential Lever for Improving the Quality and Effectiveness of the Special Education Teacher Workforce
Liz Bettini, Assistant Professor, Boston University
Friday, March 29, 2019, 11:00-12:30 PM
Bavaro Hall, Holloway Hall (Rm 116)
Bio: Dr. Elizabeth Bettini is an assistant professor in the special education program at Boston University's Wheelock College of Education and Human Development. Dr. Bettini’s research focuses on how working conditions contribute to special educators’ instructional quality, stress, and longevity in teaching, especially for novice special educators and special educators serving students with emotional/behavioral disorders. Her research has been published in 26 peer-reviewed articles and has been funded through the Institute for Education Sciences and the Spencer Foundation, among others.
Abstract: Efforts to develop an effective special education teacher workforce have primarily focused on developing special educators’ knowledge and skill. In this presentation, I argue that these efforts are insufficient, because special educators need both opportunities to learn effective practices and opportunities to enact those practices in the service of students. Focusing on special educators’ serving students with emotional/behavioral disorders, I describe two recent studies of special educators’ working conditions. In the first, we used structural equation modeling to analyze data from a national survey. We found SETs’ perceptions of adequacy of planning time, workload manageability, stress, and emotional exhaustion mediated relationships between other working conditions and intent to stay. In the second, we are examining how special educators experience the interpersonal aspects of their work in self-contained classes for elementary school students with EBD. We are finding that managing complex interpersonal dynamics is an important component of these special educators’ work, and that special educators feel their working conditions shape the ways they enact this responsibility. I conclude by discussing the importance of future research on how school contexts may shape the quality and effectiveness of the special education teacher workforce.
Sponsored by the Curry Education Research Lectureship Series