Faculty News

Most schools offer parents specific ways to help out: Join the PTA, chaperone a field trip, grade papers for a teacher or assist on a classroom art project.

Those volunteer opportunities, however, not only reinforce the top-down power structure of schools, but also cater to mostly white, privileged families, maintaining the institutionalized racism that marginalizes low-income families and families of color, said Ann Ishimaru, assistant professor of education at the University of Washington.

Mia Tuan, dean of the University of Washington College of Education, has been selected to receive the 2017 Chang-Lin Tien Award for Leadership in Education presented by the Asian Pacific Fund.

While responsiveness to student thinking—an instructional approach that empowers students’ ideas and ways of reasoning—can support deep, equitable disciplinary learning, it places extra demands on educators.

While the career movement patterns of black teachers parallel those of their white colleagues in many respects, a new study from the University of Washington College of Education shows key divergences that could help education leaders and policymakers boost the recruitment and retention of teachers of color.

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.