Students to present research May 13

classroom
May 9 2016

Twenty-one University of Washington College of Education doctoral students will discuss their research projects on May 13, with topics that include how elementary students streamline math problem-solving, the role of teacher ratings of externalizing behaviors to predicting rates of suspensions and academic attainment, and the challenges facing immigrant families of children with developmental disabilities.   

Strengthening the early education workforce

Early education
May 6 2016

For 11 years, Stephanie Diehl has enjoyed a successful career as an early childhood educator. She's worked her way up to become director of an early childhood center in Northwest Illinois that's gold level-rated, the state's highest certification of quality.

But Diehl, like many early educators throughout the country, doesn't have a bachelor's degree in early learning. 

Backpacks for science learning

Coding
May 5 2016

A new partnership between the University of Washington College of Education's Institute for Science + Math Education, UW Bothell’s OpenSTEM Research collaborative, Pacific Science Center, Red Eagle Soaring and The Seattle Public Library has received a $2.4 million grant from the National Science Foundation for a three-year project called Backpacks for Science Learning.

Five education students named to Husky 100

Husky 100
May 2 2016

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

Representing the College are:

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

Joe Lott
Apr 29 2016

For some young men of color, college might seem a world away.

To an African-American boy growing up in poverty, a Latino son of migrant farmworkers or a young Native American man living on a remote reservation, the path to post-secondary education can be hard to visualize. And once on campus, the reality can be daunting. Role models might be lacking, the sense of isolation overwhelming.

Giving all students a voice

Flores in the classroom
Apr 25 2016

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.

As a teacher at Cedarhurst Elementary School in Highline, the University of Washington College of Education alumna has dedicated herself to engaging with the community by giving positive phone calls home, visiting families and encouraging families to visit school.

AERA Highlight: Making text-based learning real

Reading
Apr 19 2016

For years, many of the nation's secondary school students have failed to get the kind of intensive, ongoing literacy instruction they need, either to catch up in the basics or to move beyond them.

As a result, said Professor Sheila Valencia of the University of Washington College of Education, educators and students alike have found ways to work around texts.

AERA Highlight: Combining forces to improve teacher preparation

Secondary teacher preparation program
Apr 17 2016

As teacher preparation programs continue evolving to provide more purposeful learning opportunities for teacher candidates, collaboration amongst teacher educators plays a crucial role.

During the American Educational Research Association’s 2016 meeting, teacher educators from the University of Washington College of Education shared insights from their democratic process of planning a redesign of College’s secondary teacher education program.

AERA Highlight: Connecting learning with place, space and personal experience

kids on bike
Apr 14 2016

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.

AERA Highlight: Creating hybrid practices for English learners and science teaching

Highline PD
Apr 12 2016

Learning science, especially under the rigorous new Next Generation Science Standards, comes with complex linguistic demands for students.

For English language learners (ELLs) and their teachers, those demands can present a barrier to engaging in complex forms of scientific sense-making and decrease students’ future opportunities in STEM disciplines.