Professor Filiberto Barajas-López discusses his work with educators at Chief Sealth International High School to examine students' experiences at the school and how to improve the school community.
Is your school racist? Ask the students
VIDEO: Alum named Highline's Teacher of the Year
Equity guides the work of Delila Leber (MIT '08) as a kindergarten dual language classroom teacher in Highline Public Schools.
Documentary on animal-assisted interventions
Professor Brinda Jegatheesan interviews Temple Grandin on animal-assisted interventions, best practices and standards on welfare of animals participating in AAI with children and adults, including children with autism.
Research shows turnaround grants worked—in a few places
A study of San Francisco schools by Professor Min Sun that looked at the impact of the Obama administration's signature effort to improve struggling schools is cited.
Emissary of equity
Professor Ann Ishimaru, recently honored by the American Educational Research Association for her exemplary contributions to practice-engaged research, is profiled.
The arts help refugees, other students to master academics
Research by Virginia Berninger, professor emeritus, examining the impact of hands-on learning in activating regions of the brain involved in thinking, language and working memory is cited.
When Children's Books Also Tell Stories About Math
The University of Washington's Story Time STEM project is developing toolkits that help adults "mathematize literature" by identifying mathematical themes in books and teach young children about them.
Why Is Donald Trump Interested in Meeting with the Presidents of HBCUs?
Professor Joy Williamson-Lott comments on historically black colleges and universities, examples of retaliation against students who became involved in the freedom movement, and what recent meetings with President Trump mean for the future of HBCUs.
Integrating Scientific Argumentation and Modeling for K-2 Learners
UW researchers share key principles and strategies for engaging K-2 students in the practice of scientific argumentation with explanatory models.