EduTalks explore the promise of school renewal

Apr 19 2019

Researchers and educators shared their insights into opportunities to renew and meaningfully improve how young people and communities experience school during the University of Washington College of Education’s most recent EduTalks event.

Taking place at Sartori Elementary School in Renton, EduTalks: A Place Called School explored practices and policies that can help ensure all students feel like they belong in school and are supported in exploring their passions.

Radical Educators: New book discusses teacher agency and resistance through history

May 16 2019

Tina Y. Gourd (PhD ‘15) and Jennifer Gale de Saxe (PhD ‘14) are graduates of the UW College of Education and co-editors of the recently published book “Rearticulating Education and Social Change: Teacher agency and resistance, early 20th century to the present.”

The book demonstrates activist work by educators throughout the history of education. Underemphasized modes of resistance are analyzed within the context of their communities, and impacts from historical and cultural factors on the individual educators’ efforts are viewed through a lens of teacher agency.

AERA Highlight: Latino immigrant parents’ perceptions of self-regulation

Apr 12 2019

While a growing body of research points to the importance of children’s self-regulation skills in early academic success and social-emotional development, little is known about Latino immigrant parents’ perceptions of self-regulation and their own parenting practices.

AERA Highlight: The impact of nudge letters on school attendance

Apr 10 2019

A growing number of school districts have turned to sending home “nudge” letters when a student misses too many days of school in hopes of boosting attendance and, ultimately, student achievement.

Yet a new study of a recent pilot effort in Seattle Public Schools by a University of Washington College of Education researcher found that nudge letters sent to the families of chronically absent students had mixed results.

AERA Highlight: The role of institutional centers in educational sovereignty, justice and liberation

Apr 9 2019

The leaders of institutional centers across the country that are working to advance educational justice shared their current efforts and opportunities for future work during the 2019 meeting of the American Educational Research Association.

AERA Highlight: Learning to lead equitable mathematics discussions

Apr 8 2019

Participating in rich mathematical discussions is a powerful way to invite elementary students into the discipline of mathematics and build an expansive view of mathematics and its usefulness in making sense of and acting in the world.

During the 2019 annual meeting of the American Educational Research Association, University of Washington College of Education teacher educators shared their work to support pre-service elementary teachers in leading equitable mathematics discussions during the session “Teacher Learning to Position Students as Capable in Class Discussions.”

AERA Highlight: Family experiences of early college entrance students

Apr 7 2019

Students who choose early college entrance enter the adult world several years earlier than most of their peers, presenting changes that may be a great challenge for students and their families.

AERA Highlight: Leadership development through design and experimentation

Apr 5 2019

Providing instructional vision and support for school leaders and teachers is a core responsibility of the central district office, yet district leaders themselves often have limited professional learning opportunities to engage in that work.

AERA Highlight: Co-designing professional development resources to support large-scale reform

Apr 6 2019

Implementing and sustaining high-quality teacher professional learning at-scale has perpetually challenged state education leaders, even as that work holds a critical role in educational improvement efforts.

AERA Highlight: Bringing translingual and transnational writing into the classroom

Apr 3 2019

While the number of multilingual students in public schools continues to rise, this cultural and linguistic diversity is rarely reflected in the ways that literacy teaching and learning are conceptualized in classrooms.