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Seattle Channel
Professor Katie Headrick Taylor discusses how young people can provide input to help urban planners make cities easier to move around during a recent Transit Talk.
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The Seattle Times
Professor Margaret Plecki comments on a new study that looks at whether increases in school spending lead to better results for students and the state of Washington's spending on education.
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Xconomy
Professor Megan Bang comments on Backpacks for Learning, a new partnership involving the College's Institute for Science + Math Education, that will provide opportunities for families to explore computing and robotics by checking out backpacks with projects and activities.
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ParentMap
Jodi Newman, who teaches in the UW's educational psychology program, discusses secrets of the teenage brain and strategies for maximizing their learning potential.
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Gaelic USA
Kent Jewell, program support supervisor, writes about what it means for immigrant ethnic groups to call a place “home” and how engagement with ancestral tradition can lead to a better understanding of the history of the past and the unresolved challenges of the present.
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The Seattle Times
Three UW College of Education alumni—Shalini Miskelly (MIT '16), Nicholas Bradford (MEP '12) and Jordan Taitingfong '(MEd '08)—will be represented at the Ignite Education Lab storytelling event on February 8.
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The Seattle Times
The UW's Seattle Teacher Residency program, which prepares residents to become teachers in the context of, and for, classrooms in Seattle Public Schools, is highlighted for its success in improving teacher retention and diversity.
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Columns Magazine
Ned Porges, who started his doctoral program at UW College of Education in 1979, recently graduated after completing his dissertation on socio-politics of travel as experiential education.
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Politico
Professor Walter Parker's article “Teaching Against idiocy,” exploring the challenge that democratic societies face in developing public-minded citizens, is referenced.
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The Root
Professor Janine Jones comments on her recent study of black girls who participated in a course that combined mindfulness teachings with a cultural-enrichment curriculum.