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Popularity at the click – Peabody faculty articles among the "most read"

Published March 1, 2017

Research articles by Peabody’s Jason A. Grissom, Christopher Redding, Douglas Clark and Emily Tanner Smith were among the most-read articles published by the American Educational Research Association (AERA) in 2016.

These rankings reflect the number of times an article is accessed online.  Peabody faculty are perennially among the most-read articles published by AERA journals.

“Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs,” appears in the journal AERA Open (January 2016). It is the second most accessed AERA article of 2016, and is based on research by Jason A. Grissom, associate professor in the Department of Leadership, Policy, and Organizations; and doctoral candidate Christopher Redding.  The article identifies a link between the race of a teacher (most teachers in the country are predominantly white females) and the lack of access to advanced placement (i.e. “gifted”) education programs by minority students.

A video of Grissom discussing this topic with Peabody Professor Donna Y. Ford can be seen here.

“Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis,” appeared in the Review of Educational Research (March 2016). It was written by Douglas Clark, professor in the Department of Teaching & Learning; Emily E. Tanner-Smith, an Associate Research Professor in the Peabody Research Institute; and Stephen S. Killingsworth, a post-doctoral fellow with the Department of Teaching & Learning.  At number 10 on the AERA list, the article is a large-scale analysis of digital games and learning for k-16 students. The work highlights the affordances of games for learning as well as the key role of design beyond medium. 

A video of Clark discussing his research into gaming and education can be seen here

Full AERA press release here.

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