NEERO 2025Â General Information
Wednesday, March 26 - 28th, 2025,
Sheraton Portsmouth Harborside Hotel, Portsmouth, NH
Please click here to view the published program, here to register for the conference and here to make a hotel room reservation.
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For general questions regarding the NEERO 2025 conference, please contact Vice President & Conference Chair, Dr. Bryan Mascio at neero.conference@gmail.com
Read Below for NEERO 2025 Conference Updates
NEERO 2025 Keynote Speakers
Dr. Christopher Joseph Westgate
Johnson & Wales University
The Reckoning of DEI: Confronting Setbacks, Navigating Challenges, and Reimagining a More Inclusive Future
In recent years, DEIB (Diversity, Equity, Inclusion, and Belonging) has faced unprecedented challenges, with rollbacks in policy, public discourse, and even legal frameworks that threaten to undo decades of progress in educational settings. As laws restricting DEI initiatives sweep across the country, educational leaders and activists are left grappling with the very real possibility that the language and framework of DEI may be on the verge of collapse. This keynote will critically examine the current state of DEI, its setbacks, and the existential threat it faces as political forces challenge its legitimacy.
Drawing from my experience as a DEIB fellow at Johnson & Wales University and my 15 years of social justice scholarship, I will explore the forces at play that threaten to undermine DEI work in education, from regulatory crackdowns on critical race theory to the suppression of diverse curricular content. We will unpack the complex dynamics of resistance that have led to these rollbacks and explore the profound impact they have on marginalized communities within educational institutions.
But all is not lost. This session will also offer a hopeful look to the future by reframing DEI through the lens of identity, intersectionality, and the power of language. It’s time to push beyond the limits of traditional DEI frameworks and consider what it might look like to embrace all identities using a more expansive, inclusive, and dynamic language—one that adapts to the realities of our changing world. Instead of clinging to a model that some view as divisive or outdated, we can craft new narratives that foster belonging and justice for all, incorporating principles of restorative justice, collective healing, and reimagined community engagement.
We will discuss how educators and activists can push forward with inclusive pedagogy, innovative leadership practices, and community-driven reforms in a post-DEI world, using alternative strategies to center marginalized voices and create spaces for dialogue that transcend divisive rhetoric. By embracing the challenges head-on and leveraging our collective resilience, we can not only safeguard the principles of equity and justice but reframe them for a new era of education. This keynote will leave participants with a renewed vision for navigating these challenges, along with actionable strategies for fostering a future where every identity is valued, seen, and heard. There will be an opportunity for discussion and Q&A.
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Dr. Linda T. Darcy
Director of Teaching and Learning – LEARN
Keep the Kid in the Middle
In our pursuit of educational equity and justice, how often do we stop to ask: What is school like for the students sitting in our classrooms? Too often, well-intentioned reforms focus on top-down solutions without centering the most critical perspective—that of the students themselves. This keynote explores the power of student shadowing as a research-driven approach to uncover the lived realities of students and to guide meaningful school transformation.
Drawing from my experience as an educational researcher, practitioner, and advocate for culturally sustaining teaching, I will share insights from my work designing and implementing equity programs, training educators to apply an equity lens to their work, and coaching school leaders to enact systemic change through strategic planning and professional learning. With expertise spanning educational leadership, adolescent learning, and social justice pedagogy, I will illustrate how shadowing students reveals hidden barriers, disengagement patterns, and opportunities to reimagine school structures to better support every learner.
This keynote will challenge educators, administrators, and policymakers to rethink traditional data collection methods and to embrace qualitative, human-centered insights. By centering student voices and experiences, we can renew our commitment to justice in education—bridging the gap between policy and lived experience, research and innovation, intention and impact.
NEERO 2025 Conference Workshops
Announcing the NEERO 2025 Conference Workshops!
Workshops will be on Thursday, March 27th from 9:00 - 10 10:15 am.
To register, use this link to get a ticket.
Workshop #1:
Writing and Publishing in Academia
Presenter: Mary Grassetti
In this workshop participants will examine the process of academic publishing. from getting started to responding to journal decisions. Topics include examining attitudes and beliefs about writing, planning for writing, finding and selecting an appropriate journal for your work, and responding to an editor’s decision. Participants are asked to bring in a sample piece of writing (no matter what stage it is in) so that they may begin to examine the piece as a potential future journal article.
Workshop #2:
Rich Qualitative Data Collection
Presenter: Tricia Stewart
This workshop on qualitative research will focus on two different areas of Qualitative Data Collection 1.) Qualitative Question Writing and 2.) Understanding Interviewing for Rich Qualitative Data Collection. This workshop will focus on robust qualitative data collection including tips for comprehensive qualitative research. Participants will also be encouraged to ask questions specific to their own work.
Awards
Charlie Depascale Graduate Student Conference Award
Graduate Student Conference Award
Established in 2020 to celebrate Dr. Charlie DePascale's contributions to NEERO and lifelong commitment to supporting emerging researchers, the Charlie DePascale Graduate Student Conference Award will be awarded to two graduate students who actively attend the NEERO Annual Meeting. Selected individuals will be granted a non-cash award for the conference fee to attend the subsequent Annual Meeting.
Best Paper
The James J. Rubovits award honors the best paper presented during the NEERO annual conference. All attendees can nominate a paper during the conference, and winners are notified before the following year's conference.
John Schmitt Award
Outstanding Research at the Graduate Level
This award is presented for outstanding research at the graduate level. To be eligible the candidate must be an individual presenting at the NEERO Annual Conference who is currently enrolled in an advanced degree program, OR who is presenting a paper-based upon a thesis or dissertation that was completed during his or her graduate study in the past year.
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Nomination deadline has passed.
Early Career Achievement
The purpose of the award, established in 2012 in memory of Dr. Kim Fries, is to recognize the work of NEERO members who have demonstrated distinction in the early part of their professional careers.
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Nomination deadline has passed.
NEERO 2025 Call For Submissions (Closed)
For more information, please contact NEERO Vice President and Conference Chair, Dr. Bryan Mascio at neero.conference@gmail.com
Conference Strands
For each annual meeting, NEERO welcomes submissions for papers, posters, symposia, and research-in-progress roundtable presentations. When you submit your proposal, you will be asked to identify the content as relevant to one of the following eight topic areas.
Curriculum & Instruction
The Curriculum and Instruction strand targets research-based practices that consider equity and inclusivity as central tenets to the development and implementation of innovative curriculum and pedagogical practices across the lifespan. Global competencies, experiential and place-based learning, curriculum design/revision, technology as curriculum and pedagogy as well as policy studies at the school, district and regional level are pivotal in the exploration of this strand.
Diversity & Sociocultural Perspectives
The Diversity & Sociocultural Perspectives strand accepts conference proposals that explore the social, cultural, personal, structural, and systemic aspects of diverse communities in America, with the objective of developing a critical understanding of the issues that arise in the schooling of emergent bilingual, immigrant, special education, first-generation communities, etc. Topics addressed include the socio-political, economic, legal, philosophical, and pedagogical perspectives. Specifically, it reviews issues in the following broad categories: program design, curriculum and instruction, non-school factors affecting achievement, de-culturation, assimilation and acculturation, assessment, the appropriate education of special populations (migrants, refugees, and students with special education needs or limited formal schooling), and the relation to the above topics (e.g. access to appropriate assessment, access to technology, access to high-quality instruction, access to graduation, etc.).
Higher Education
The Higher Education strand accepts conference proposals that explore the social, cultural, personal, structural, and systemic aspects of higher education. Topics addressed within this strand include, for example: issues of access, equity and diversity;Â trends in early college, undergraduate and graduate programming; curricular and pedagogical assessment; administration; institutional reform; leadership; professional development; international studies programs; study abroad; and student learning. The strand seeks proposals that present rigorous qualitative, quantitative, conceptual, and mixed methods designs from a variety of theoretical frameworks that explore all levels of postsecondary education and programming as well as institutional types (e.g. community colleges, land grant, tribal, virtual, public, private, etc.).
Human Development & Learning
The Human Development and Learning strand seeks proposals that examine learning and human development in community-based, PreK-12 and postsecondary contexts. Proposals in this strand should address topics related to cognition, emotion, and motivation across the lifespan, and examine the interaction between human development and learning processes, and their ecological, cultural, and social influences. The strand welcomes proposals that are empirical or conceptual in nature, and that utilize clearly presented theoretical frameworks, and rigorous methodological design (e.g. qualitative, quantitative, and mixed methods approaches).
Leadership, Policy & Educational Reform
The Leadership, Policy and Educational Reform strand accepts proposals that investigate or explore concepts and ideas that relate to leadership practices, policies effecting education, or research pertaining to reform initiatives with an emphasis on Pre-K-12 education. Examples of concepts proposed in the past include, leadership actions designed for specific demographics or populations, leadership initiatives targeted to increase performance, reviews of the effect policy has on specific groups or organizations, recommendations for policy revision, as well as the effects of reform initiatives on the institution, groups or individuals. Proposals have included international studies as well as local and national investigations. The strand seeks proposals that present rigorous qualitative, quantitative, conceptual, and mixed methods designs from a variety of theoretical frameworks that explore all levels of education and programming as well as institutional types (e.g. virtual, public, private, etc.).
Measurement, Assessment, Evaluation, & Research Methods
The Measurement, Assessment, Evaluation & Research Methods strand encourages submissions that present innovative research on any of these areas. Examples of topics related to measurement and assessment include but are not limited to item and test development, current uses of assessment data, scale development, and application of psychometric models. This strand also encourages proposals that showcase results of evaluation studies including, for example, evaluation of educational policies or programs (at any scale). Issues explored by educational researchers are often complex and ever-evolving, thus requiring innovative and nuanced research methods. This strand also welcomes submissions that propose and discuss innovative research approaches (both qualitative and quantitative) or innovative applications of common methodologies.
Professional Development
Professional development (PD) is central to the career of researchers and educators. As such, PD strand serves as means for the sharing of tools, resources, and information aimed at continuous improvement of one’s career, research, and education. Examples of PD include but are not limited to ongoing informal and formal training, participation in professional organizations, enrollment in graduate programs, and conducting research. The PD Strand welcomes research that utilizes a variety of quantitative, qualitative, and/or mixed methods as well as direct and indirect measures to analyze professional development experiences. In addition, this PD strand values the role of technology in such experiences as well as the new developments in the field and ways to improve existing skills.
Teaching and Teacher Education
The Teaching and Teacher Education strand is oriented toward research on the development and preparation of preservice and inservice teachers at all levels, and in a variety of settings. Topics that are a good fit for the TTE strand include research on: impacts of methods course strategies/assignments, discerning and developing teacher dispositions, candidate growth through field-based experiences, faculty examination of educator preparation practices, implementation of culturally sustaining practices or other frameworks (e.g. UDL, SEL as explicated by CASEL) in teacher education and professional development, and understanding the impact of education initiatives or policy on the contexts of teaching and teacher education
Technology in Education
The Technology in Education strand seeks proposals focused on technology in learning environments and assessment. Research proposals can include, but are not limited to, technology’s role in curriculum, instruction, and assessments; how educational environments are leveraging technology to improve student engagement, motivation, and learning; and individual technology pedagogical content knowledge (TPCK). Additionally, proposals can address the application, analysis, and effectiveness of pedagogical approaches made possible by technology and how equitable access to educational technology, digital content, and technology can enhance learning opportunities to meet the diverse needs of all learners. Other suggested proposals can include research on innovations related to digital assessments as well as the research and application of instructional design principles to create innovative digital learning environments that engage and support learning. The strand welcomes empirical or conceptual proposals that clearly represent theoretical frameworks and rigorous methodological design, such as qualitative, quantitative, mixed-method approaches, and conceptual analysis.
Questions?
Contact NEERO
If you have questions about NEERO or the upcoming NEERO Conference, please email neero.conference@gmail.com.
