CEDER Yearbook

Consortium for Educational Development, Evaluation, and Research

The CEDER Yearbook is a peer-reviewed book of educational research published by Texas A&M University-Corpus Christi's College of Education and Human Development. It is indexed in Books in Print, EBSCO's Education Research Complete, and EBSCO's Education Source databases. It is also maintained within the TAMU-CC Bell Library's special collections, and it is available at the Bell Library and to other libraries as an e-book. We have paperback copies of some past CEDER yearbooks available. Contact coe@tamucc.eduto order.

CEDER 2021

Empowering Student Researchers: Critical Contributions by Emerging 21st Century Scholars

Edited by Dr. Bethanie Pletcher, Dr. Faye Bruun, Dr. Rosie Banda, & Ms. Krystal Watson; Associate Editor Dr. Alissa Mejia

(click to download a pdf version of this call for chapter proposals)

Individuals were invited to submit a chapter proposal of 500-1,000 words. The first (or sole) author must be an undergraduate or graduate student. All submitted chapters will undergo a blind peer review. Contributors may also be requested to serve as reviewers for this project.

Possible subjects include:

  • Educational research, PK-12 through higher education
  • Research related to literacy, counseling, technology, kinesiology, curriculum, leadership, instruction for emergent bilinguals, special education, content area instruction, current issues, and best practice in education and research.

Inspiration:

Participating in research projects entails many benefits for students, including the onboarding of new teaching methods and strategies, becoming a reflective practitioner, engaging in a different model of professional learning, learning how to behave like a researcher, improving writing skills, and pursuing further degrees. Collaboration between faculty members and students (often teacher or pre-service teacher researchers) is critical (Brew, 2013; Johnson, 2000; Ries, 2018). Strickland (1988) posits that teacher researchers need to be engaged in every step of the research process and allowed to take ownership of the work. It should be thought of as helping to create lifelong researchers, for "if students are properly trained, prepared, and supervised, the student-faculty collaboration can be a memorable and successful experience. It may even inspire the career goal of a future professor or two" (Fenn, 2010, p. 259).

Timeline:

  • July 1, 2020: Brief chapter proposal due
  • July 31, 2020 (updated date): Authors notified of proposal status
  • October 12, 2020 by 8am Central Time: Full chapter due (This is a later deadline than that posted in the initial flyer, because our review process took longer than anticipated.)
  • January 15, 2021: Final submission due

Latest Release

Crossing Borders/Crossing Boundaries (2019)

Edited by Drs. Lynn Hemmer, Phyllis Robertson, and Jana Sanders

2019 ceder yearbook cover


CEDER Yearbooks to date

ceder yearbook 2015

CEDER Yearbook IX (2015): Education: Issues & Answers

ceder yearbook 2013

CEDER Yearbook VIII (2013): Preparing Effective Leaders for Tomorrow's Schools

ceder yearbook 2012

CEDER Yearbook VII (2012): Educational Research & Innovations

CEDER Yearbook VI (2009): Literacy Coaching: Research and Practice

CEDER Yearbook V (2008): Education for a Changing World

CEDER Yearbook IV (2007): Supporting Student Success

CEDER Yearbook III (2005): No Student Left Behind

CEDER Yearbook II (2003): Developing Vocabulary in Children

CEDER Yearbook I (2001): Early Childhood Literacy