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A monthly newsletter of the University of Washington College of Education

March 2016 


Steve Fink on school leadership, Susan Nolen and Sylvia Bagley on student feedback, Raphael Bernier on national autism study, Dafney Blanca Dabach on English learning training, Elizabeth West on autism research that misses diverse students, Sheeba Jacob on impactful feedback for teachers, ECFS major captains gymnastics team

More College Press »

College Updates

New program aims to create ‘brotherhood’ for male students of color

Joe Lott Professor Joe Lott is leading a new initiative to help young men of color excel at the University of Washington.

Making text-based learning real

Sheila Valencia Professor Sheila Valencia's research offers insights into strategies that improve students' opportunities to learn from texts.

Connecting learning with place, space and personal experience

Katie Headrick-Taylor The proliferation of mobile, location-aware technologies is opening new opportunities for youth to learn about analyzing data as well as influence the shape of their communities, says Professor Katie Headrick Taylor.

Creating hybrid practices for English learners and science teaching

Jessica Thompson Professor Jessica Thompson is collaborating with Highline Public Schools to bring together English language and science instruction and develop hybrid teaching practices that better serve culturally and linguistically diverse students.

A more democratic vision for teacher education

Ken Zeichner In coming years, Professor Ken Zeichner wants to make sure communities are part of the equation in preparing future teachers.

Working toward equity in math instructional improvement

Kara Jackson While most practitioners recognize the need to better support students, especially those who have been historically underserved, many struggle in knowing, concretely, how to do so.

Connecting education research and practice

Phil Bell Professor Philip Bell is working toward a future where education research and practice is an intertwined, ongoing partnership. Where researchers and teachers work together improve student learning and solve issues as they arise.

Principal leadership practices that support ambitious teaching

Jessica Rigby As principals are looked to more than ever to help drive instructional improvement in their schools, Professor Jessica Rigby is helping deepen understanding of the leadership practices, norms and routines that are needed to support teacher learning.

Fostering equity and rigor in science education

Mark Windschitl Professor Mark Windschitl is co-author of the chapter on science education in the American Educational Research Association's influential new Handbook of Research on Teaching.

Pumping up Washington's teacher pipeline

UW College of Education is taking steps to expand the number of teacher candidates it prepares in response to a statewide teaching shortage that has put many districts in crisis mode.

Video spotlight

Teacher Appreciation Week 2016

College of Education students reflect on the teachers who made a difference in their lives.

teacher appreciation day 2016


Alumni News

Giving all students a voice

Jennifer Flores (BA '12, MIT '14) is working to reinforce and advocate for students who lack a voice in school because they do not have English fluency.

Fonseca '11, McCaffery '12 honored for service

Two alumni were among recipients of the University of Washington's 2016 Awards of Excellence recognizing faculty and staff for achievements in teaching, mentoring, public service and staff support.

Maggie (Magadalena) Fonseca (MEd '11), associate director of the Office of Minority Affairs and Diversity, received the Distinguished Staff Award while Augustine McCaffery (EdD '12), senior academic program specialist in academic affairs and planning, received the Outstanding Public Service Award.

Hess wins AERA book award

Diana Hess (Ph.D. '98) has won the AERA 2016 Outstanding Book Award. Co-authored with Paula McAvoy, The Political Classroom presents original research on the teaching of civic knowledge in a polarized political climate. Hess, whose advisor was Walter Parker, is a professor of social studies education and the new dean of education at the University of Wisconsin-Madison. 

New book published by de Saxe

Jennifer de Saxe (PhD '14) recently had her book Critical Feminism and Critical Education, based on her dissertation, published by Routledge. Challenging the current state of public education and teacher preparation, de Saxe argues for a re-imagination of teacher education through a critical feminist and critical education perspective. De Saxe is an assistant professor of education at Lewis and Clark College.

Student News

Combining forces to improve teacher preparation

Doctoral students Winston Benjamin and Renee Shank shared insights from their democratic process of planning a redesign of the College’s secondary teacher education program during AERA.

Five students named to Husky 100

A desire to foster resiliency among young people, advocate for social justice and build inclusive communities drive five education students named to the inaugural Husky 100 class.

Project to create mural in Miller Hall

Proposals are now being accepted to create a mural that will focus on indigenous peoples of North America as part of the College's Artist in Residence Diversity Project. The mural will reflect both the struggle of indigenous people and education as well as work toward a vision of what education that supported the thriving of indigenous communities would reflect. The deadline for proposals is May 20.

Barone receives diversity fellowship

Nicole Barone (MEd '16), program coordinator for the Danforth Educational Leadership Program, has been awarded a Doctoral Diversity Fellowship from Boston College's Lynch School of Education. Barone's research interests include increasing access to international opportunities for low-income and first-generation students of color, best practices for supporting international students and program development.​

Funding Announcements

New Awards

PI: Bronwyn Bevan
Co-PI: Phil Bell
Title: A Research + Practice Collaboratory
Sponsor: National Science Foundation
Amount awarded: $998,755

PI: Karin Frey
Title: Peers Influence Response to Threat: Cultural norms, reciprocity and self-identity
Sponsor: National Institute of Justice
Amount awarded: $638,040

PI: Holly Schindler
Title: Filming Interactions to Nurture Development: A Randomized Controlled Trial of a Strength-
Based Video-Coaching Program for Mexican American Fathers
Sponsor: Foundation for Child Development
Amount awarded: $225,000

PI: Ed Taylor
Co-PI: Jenée Myers Twitchell
Title: Central Puget Sound’s Education-to-Workforce Pipeline: Gaps, Strategies, and Capacity Building
Sponsor: Bill & Melinda Gates Foundation
Amount awarded: $159,667

Honor Roll

Professor and alum's article named Educational Psychology's best of 2015

Professor Susan Nolen, former professor Lani Horn and Chris Ward (PhD '09) are authors of the article recently named the best of 2015 in Educational Psychologist. The authors of "Situating motivation" will be honored during the American Psychological Association's annual Division 15 meeting later this year.

College hosts ESSA listening tour event

The Danforth and Leadership for Learning programs hosted an April 15 listening session for Puget Sound area school leaders to better inform Every Student Succeeds Act implementation, particularly in relation to principal preparation and English language learners. Libia Gil (PhD '89), assistant deputy secretary and director of the Office of English Language Acquisition, helped lead the session. View photos from the event.

Faculty, students present at CEC 2016

Several faculty and students presented at the Council for Exceptional Children's 2016 Special Education Convention, held April 13-16.

Faculty presenters were Roxanne Hudson (with students Rosanne Greenway and Jay Martini) , "Effects of Storybook Reading and Phonological Awareness Interventions for Preschoolers With ASD"; Julie Ashmun, "Project DATA: An Evidence-Based Approach to School-Based Early Intensive Behavior Intervention for Young Children With ASD"; Carol Davis, "Implementing High Quality Mental Health Care in School Settings"; Davis and Scott Spaulding, "iBESTT: An Online Model for Building Tertiary Supports in the Classroom"; and Elizabeth West, "A Review of the Diversity of Participants in the Research Used to Establish EBPs for Learners With ASD."

Student presenters were Jake Hackett, "DISES Showcase: Work From Around the World"; Hackett, Maggie Schulze and Mike Gutierrez, "Theory in Action: Using an Implementation Science Framework to Systematically Review the Processes of SWPBIS"; Jocelyn Walsh, "Collaborative Practice Among Special Education Teachers and SLPs"; Mary Fordham (with Elizabeth West), "Early Career Special Educators’ Experiences: Review of the Literature" and "Perceptions of the edTPA: A Comparison Between Two Cohorts of Preservice Teachers"; and James Hogan, Michael Mahoney and Doug Judge.

West also is an executive board member and president-elect for the Division on Autism and Developmental Disabilities (DADD), co-chair of the Diversity Committee for DADD at CEC, and participated as a member of the Representative Assembly and the Interdivisional Caucus.

Dabach participates in ELL policy gathering

Professor Dafney Blanca Dabach recently participated in an American Institutes for Research panel of scholars affiliated with its Working Group on ELL Policy. Dabach and other scholars discussed how to provide English learners with quality instruction in critical subject areas. Go to the 48-minute mark to Hear Prof. Dabach's comments on English learner teacher certifications, including the UW's certification program, at the 48-minute mark of the panel on "Enhancing the Numbers and Quality of Teachers of ELs." Dabach is a member of the inaugural cohort of the EL Policy Fellows Group, sponsored by the Spencer Foundation to help shape the next generation of policy on English learners. 

New resources for STEM teaching

UW's Institute for Science + Math Education has launched a series of "Short Courses" that serve as resource guides for science teaching. The courses incorporate STEM Teaching Tools, other resources created by the Institute, and helpful tools created by outside sources. Learn more about the first two "Short Courses" — how to develop 3D formative assessments for the science classroom and how to use curriculum adaptation to adopt the new vision for science education — and other new ISME resources in the latest STEM Teaching Tools newsletter.

New resource describes growth in instructional leadership

The University of Washington Center for Educational Leadership (CEL) has released a companion resource to the 4 Dimensions of Instructional Leadership — the 4D Instructional Leadership Growth Continuum. This new tool describes growth in leadership behavior at various levels of expertise ranging from novice to expert. It can be used for self-assessment, personal reflection, goal setting, leadership coaching, and professional learning.

Rigby co-edits journal issue on education policy

Jessica Rigby, assistant professor of education, co-edited a special issue of the American Journal of Education on “Understanding How Structure and Agency Influence Education Policy Implementation and Organizational Change.” She wrote the introduction of the issue as well as the article "Principals’ Conceptions of Instructional Leadership and Their Informal Social Networks: An Exploration of the Mechanisms of the Mesolevel."

Schindler named to foundation's young scholar cohort

Professor Holly S. Schindler, has been named to cohort 13 of the Foundation for Child Development's Young Scholars Program. The program supports policy and practice-relevant research that is focused on the early learning and development needs of the nation’s children who are growing up under conditions of economic insecurity and social exclusion. Schindler's project "Filming Interactions to Nurture Development: A Randomized Controlled Trial of a Strength-Based Video-Coaching Program for Mexican American Fathers" will be supported through the program.

Centennial issue of journal features Banks

James Banks, Killinger chair in diversity studies, is author of “Expanding the Epistemological Terrain: Increasing Equity and Diversity within AERA” in the centennial issue of Educational Researcher. Banks and other past AERA Presidents contributed articles for the issue “Living Lens: AERA Presidents Reflect on 100 years of Education."

Zeichner discusses teacher preparation

Ken Zeichner, Boeing professor of teacher education, discussed "The Role of Research in the Future of Teacher Education Policymaking" during a conference bringing together leading scholars of teacher education titled "The Changing Face of Teacher Preparation: Aspirations, Design and Evidence."

Webinar: Growing Your Instructional Leadership Practice

Giving every student the best possible learning experience must be a top priority for principals. But to do so requires a strong grasp of instructional leadership and a constant drive to get better. In a new webinar, CEL Associate Director June Rimmer shares six key strategies for improving instructional leadership practice.

Schwartz presents on ASD

Professor Ilene Schwartz recently spoke at the Gonzaga University School of Education Annual Assessment Conference and presented her paper "Using Data-Based Decision Making and Classroom-Based Assessment with Young Children with Autism Spectrum Disorder." The paper was based on work she and her colleagues have conducted since 1997 in the UW-based Project DATA, a model program for toddlers and preschoolers with ASD.

Researcher speaks at congressional briefing

Bronwyn Bevan, senior research scientist, participated in a congressional briefing organized by the STEM Education Coalition April 28 in Washington, D.C. The briefing "Informal STEM Education 101: What We Know and Don't--The State of the Art on Research on Outcomes in Informal STEM Education" explored outcomes associated with sparking student interest, engagement, motivation and persistence in STEM education. Bevan discussed how current research suggests the importance and potential of afterschool and out of school learning for broadening participation in STEM learning.

Email us to list an award or achievement in an upcoming e newsletter »


Education Day on the Quad
May 5, 11 a.m. to 3 p.m.

Research and Inquiry Presentations
May 13

Experimental Education Unit Auction
May 14

Common Book Discussion: Between the World and Me
May 17, 11:00 a.m. to 1 p.m.

Lecture: Doctoral education in China
May 17, 1 to 3 p.m.

Common Book Panel: Our Perspectives, 4-U By-Us
May 19, 7 to 8:30 p.m.

College of Education Graduation
June 11, 9:30 to 11:30 a.m.


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