In the News

Emma Elliot-Groves, assistant professor in the College of Education, joined with other educators to provide testimony that imagines a world that fosters stronger human relationships with each other and with the land. They argue that to do this we must first address the challenging contemporary global and national contexts that we are in and understand the paradigms that have led us to where we are. One of the key points made in this testimony is in support of the Indigenous long practiced forms of education in which land-based, play-based, intergenerational, and applied learning strategies have helped the next generation learn what it means to live in ethical and sustainable relationship with all living beings. They stress that these long-standing systems of education that have helped our children learn the full spectrum of what it means to be human, to live ethically, and to take care of one another have been interrupted by colonial models of education.

The Experimental Education Unit of the College of Education's Haring Center is cited for its pioneering research in inclusive education and its work with the state of Washington's early education quality ratings and improvement program.

Alumna Irene Yoon wrote an op-ed published in The Salt Lake Tribune urging leadership in Utah to advance educational equity. Specifically, Yoon urges state leadership to reject Utah State Administrative Rule 277-328, which could be interpreted as banning all discussions about race in the state's public education systems. "Learning about histories and structures of inequity is about honoring and learning from the past, good, bad and in between, so that we can dream a better future," she argues. Yoon is an associate professor of educational leadership and policy at the University of Utah.

Christine Tran discusses her journey to studying school nutrition as a graduate student in UW's Educational Leadership and Policy program.

The College of Education’s Native Education Certificate Program was featured in a Crosscut article titled “After 7 years, WA tribal history curriculum still not fully implemented.” In the article, Marjorie James, Tulalip Tribe’s curriculum and engagement manager, says she would like to see something like the UW Native Education Certificate Program implemented on a district level so that educators are being taught by leading Native education researchers. Overall, the article highlights how the state legislature has failed to allocate funding for Native education curriculum, so now the financial burden has been placed on Washington tribes and school districts.

The College of Education's partnership in the Seattle Teacher Residency is discussed, as well as a recent paper by UW education professor Ken Zeichner that notes teacher residencies as an example of efforts to revamp teacher education programs.

Comments by Professor Ken Zeichner on the Every Student Succeeds Act and its proposed use of federal teacher-quality funds to sponsor a new kind of teacher-preparation program are cited.

Professors Walter Parker and Sheila Valencia discuss their research into literacy challenges as more students enroll in advanced courses and how teachers can help their students read more effectively.

Meredith Honig, director of the UW's District Leadership Design Lab, comments on the lab's work developing the nation’s first research-based standards for principal supervisors.

Professor Virginia Berninger comments on her research into print and cursive writing and their impact on student learning.