Faculty News

With an increasing number of educators taking on teacher-leadership roles in their schools and districts, that growth is being accompanied by tension and confusion about how teacher-leaders should interact with their colleagues.

While much instructional time focuses on building children’s vocabulary, a new study from the University of Washington College of Education provides evidence that truly “knowing” a word means knowing how to use it.

UW researchers reported results of an instructional intervention done in cooperation with local teachers at the American Educational Research Association’s 2017 annual meeting in their paper “Effects of Embedded Morphological Instruction on Children's Reading and Writing in Grades 4 and 5.”

Across the world, educators are grappling with how to work within increasingly interconnected and diverse societies where racial and social inequities, historical animosities and citizenship status present barriers for students from marginalized groups.

Science is a window to the world, and for Carly Roberts, it’s an opportunity for children with intellectual and developmental disabilities to create stronger connections with their peers.

The University of Washington College of Education’s Ann M. Ishimaru, whose work focuses on engaging historically marginalized families in the creation of more equitable educational systems, has been awarded the American Educational Research Association’s 2017 Exemplary Contributions to Practice-Engaged Research Award.

Douglas Cheney, professor emeritus of special education, has been selected to receive the 2017 Outstanding CEC Leadership Award from The Council for Exceptional Children (CEC), the world’s leading special education membership organization.

By many measures, the United States trails its neighbor to the north in overall performance and equity in student learning.

What can America do to catch up? The University of Washington’s Ken Zeichner, Boeing professor of teacher education, seeks to answer that question in two new books stemming from a worldwide study of policies and practices that advance teaching quality.

A larger percentage of Washington principals are staying in schools with high poverty rates than the national average, and a greater proportion of elementary assistant principals work in high-needs schools, according to a new University of Washington study of principal retention and mobility.

Joe Lott, associate professor in the University of Washington College of Education and faculty director for the UW Brotherhood Initiative, will present the UW Office of Minority Affairs & Diversity’s (OMA&D) 13th annual Samuel E. Kelly Distinguished Faculty Lecture, on April 7.

Educators collect and use data on a daily basis to make decisions about how to improve teaching and learning. Yet it’s not enough to simply use data in decision-making; the data used must be sound, interpreted and used appropriately.