Fourteen University of Washington College of Education doctoral students will present their research projects on May 12, with topics including ambitious science instruction in kindergarten, the principal pipeline, measuring afterschool p
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.
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 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 an
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.
As attention continues to focus on the persistent gender gap in STEM fields, a new study from the University of Washington College of Education sheds light on the role of motivation.
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 marg
Researchers from the University of Washington College of Education shared their work to realize the promise of making and tinkering for diverse audiences during the American Educational Research Association’s 2017 annual meeting.
As a third grader, Veronica Whitley (MEd '17) didn't think of herself as "good" at school.
Needing extra support in reading and writing, Whitley's teacher, Mr. Leonard, was one of her first mentors.
The University of Washington College of Education’s Ann M.