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I think it's a combination of things. Genuinely divergent underlying philosophies about the world, epistemology etc. Probably some ego/insecurity because academics are humans too. And definitely institutional incentives (publishing, academic jobs etc) do NOT encourage unconventional crossover work.

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I wonder, is it just egos that would get in the way? Or is it deeper?? I feel like it's likely deeper, but I wonder if it could be done if the right collaborations were found.

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I think it's true that country-level wouldn't be nuanced enough, but looking at where in the country a program is most effective would be fascinating.

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I'm not sure if country-level would be nuanced enough to understand the differences in programs/local contexts that can lead to early childhood education being successful/not successful.

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I'm not sure if country-level would be nuanced enough to understand the differences in programs/local contexts that can lead to early childhood education being successful/not successful.

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I also wonder how the place-based approach might look similar or different in another context

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agree – this would be so interesting. to tie to this other discussion, what barriers –– philosophical differences, disciplinary boundaries, incentives in the academy (e.g., is collaborative work valued less), practical constraints around time –– have prevented this type of collaboration?

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I also think this work can be done by others rather than just through direct collaboration. Like more cross-discipline literature reviews/meta-analysis and such. So researchers can stick to their own expertise and approaches but the academy broadly still works to fit the pieces together, or at least illuminate the borders between the work of contrasting scholars in similar content areas.

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This would be fascinating!

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Dr. Annamma grouped in both Sebastian and Kathryn’s groups. Very sound on issues and can probably share how to approach racial & ethnic disparities in STEM with intersectional groups. Can also likely spot intersectional trends in larger data sets and help shape policy work to broaden access. Also spot the most vulnerable-made populations

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I think this is definitely an interesting question. The idea that we can make all of these cross-discipline/method pieces fit together is obviously appealing, but I think in some cases the conflict in values underlying different traditions is too stark for collaboration to really work.

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I think that it would be an incredibly cool project to take the same set of data (ex: the VPK Tennessee data), and do an enthography, a Silverman-classroom-level study, and a Pearman analysis, but have all of the studies talk to each other in really strategic ways. (ex: Pearman analysis first, then Silverman classroom analysis, then dive in to one or two schools through an ethnography.

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Professors need to be receptive to collaboration across disciplines--I am curious if Johnathan Rosa would actually collaborate with an economist or psychologist...I think it would be beneficial for the field, but I don't see it happening as much.

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Professors need to be receptive to collaboration across disciplines--I am curious if Johnathan Rosa would actually collaborate with an economist or psychologist...I think it would be beneficial for the field, but I don't see it happening as much.

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Agreed, it would be very interesting to see a similar analysis of some of Lemons' work

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Yes, Dr. Pearman’s paper showed how important differences in the counterfactual experience of students are to understanding intervention effectiveness. I can see special education research really benefiting from a similar place-based conceptualization.

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It is interesting to me to think about collaborations that would work vs. ones where the philosophical/ideological explanations are too divergent to lead to collaboration. What are people's thoughts/experiences with this?

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I'm also curious to how Prof. Pearman's work can be extended in international contexts. International donors and organizations certainly push for greater investment in early childhood education in low- or middle-income countries for improving "economy and society." Prof. Wotipka has written on cross-national trends in early childhood education and I wonder if Prof. Pearman's work can be expanded for country-level analyses.

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They have very different interpretations of literacy but I wonder how Rebecca might draw on Jonathan's work to think about the role of the listening subject in literacy learning and Jonathan might draw on Rebecca's work to think about the process by which children learn to decode language when they are multilingual

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Jonathan Rosa fits in-between both, but moreso with Sebastian’s work through how Ed research groups and aggregates data Racio-categorically in creative terms.

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Carl Wieman for research focused on STEM higher education

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similar to someone else's point – would be fascinating to use silverman's methods (classroom-level reading instruction & interactions) in an attempt to unpack alvin's higher-level findings; i wonder what further heterogeneity might be uncovered (e.g., are students from high-poverty neighborhoods making larger reading gains in some classrooms than others? what pedagogical decisions/factors might explain those differences?)

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Dr. Annamma examines the intersections of race and disability, while Dr. Rosa studies racio-linguistics. They are certainly in similar fields. I wonder what some collaboration between them would look like. Ex: Would bringing the idea of racio-linguistics into Dr. Annamma's work illuminate some new facets of students' experience within prison?

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Janet Carlson for the science education side-learn about what forms of pedagogy are important to examine with respect to STEM education.

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Janet Carlson for the science education side-learn about what forms of pedagogy are important to examine with respect to STEM education.

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Prof. Pearman's work informing the implications of neighborhood effects on Prof. Silverman's work on early grade reading and instruction; as well as Prof. Lemons' work on special education

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Kathryn has data on post secondary instruction in STEM.
Sebastian has large-scale data on how scientists use ed research.
They can examine how ed research informs STEM instruction.