Conference on Education and Poverty
Creating and Sustaining Support Systems for Educating Children in Poverty
March 20-21, 2024
Holiday Inn, Greenville, NC
Educators and researchers are invited to join us for our first annual conference focusing on supporting children and families in poverty. This two-day conference includes speakers, concurrent sessions, **meals**, and multiple opportunities to engage with colleagues across the region.
- October 4, 2023: Conference registration opens
- December 1, 2023: Proposals due
- January 15, 2024: Notifications sent by this date
- February 1, 2024: Early registration ends; presenters must register by this date
- February 20, 2024: Hotel reduced rate deadline
|By February 1||February 2-March 1|
Note: Link to register for the conference is forthcoming.
Proposal Submission Guidelines
The proposal should include the following:
- Abstract: 100-word maximum description of your presentation.
- Objectives: 2-4 outcomes of your session, what participants will leave your session understanding and able to do.
- Full Proposal
- Choose one of the conference strands and explain the proposal’s connection to the strand (250-word limit)
- Explain how you will engage the audience, including how you will ensure your session is accessible for different populations in attendance. Connect to your session type. (250-word limit)
- References and/or Resources- Using APA, provide a list of references for your session (e.g., Research to Practice, Case Studies) or resources you will provide for your session (e.g., Case Studies, Roundtables).
- Proposals will be anonymized and peer reviewed. The rubric considers content; relevance to, and engagement with, audience; connections to conference strand; relevance of resources; and overall cohesiveness.
Stay tuned for proposal submission form!
- Trauma Informed Instruction: Educators are not mental health professionals but must recognize, understand, and support the needs of children exposed to trauma. How can teachers create classrooms that are trauma-informed?
- Social-Emotional Learning in the Classroom: Social-emotional learning (SEL) underscores the critical link between academic success and emotional well-being. By nurturing students’ SEL development, educators can provide the essential foundation needed to overcome challenges posed by poverty and empower them to thrive academically and in life.
- Research, Policy, and Practice on Working with Children and Families in Poverty: Eleven million children (one in seven) in the US are experiencing poverty, accounting for 1/3 of the country’s total poverty-stricken population. How do researchers’ and policymakers’ work inform educators’ practice?
- Increasing Educational Access and Success for Low Income Students: Who or what are educational gatekeepers for students experiencing poverty? Do the gatekeepers vary based on generational or situational poverty; absolute or relative poverty; rural or urban poverty? What role do myths, stereotypes, and/or deficit thinking play in educational access and success for students from low-income households?