Dr. Elizabeth Bettini, BU Wheelock Assistant Professor of Special Education and Dr. Marcus Winters, BU Wheelock Associate Professor for Educational Leadership and Policy Studies have both been selected as 2019 Outstanding Reviewers by the American Educational Resource Association.
Dr. Bettini’s distinction comes from the Review of Educational Research while Dr. Winters received his distinction from the American Educational Research Journal.
Both the Review of Educational Research (RER) and the American Educational Research Journal (AERJ) are published by the American Educational Resource Association. The Review of Educational Research publishes critical, integrative reviews of research literature bearing on education. It encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues.
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning.
For Dr. Bettini, reviewing is a professional obligation that she is honored to take part in and be recognized for. “Reviewing is an opportunity to help other scholars improve their work, by giving them substantive feedback,” She explains. “I feel really lucky to be in a position to do that.”
At BU Wheelock, Dr. Winters’ research focuses on educational policy, with an emphasis on school choice, accountability, and policies that impact teacher quality. Dr. Bettini’s research examines how working conditions influence special educators’ efforts to effectively serve students with disabilities, especially students with emotional and behavioral disabilities (EBD).