From volunteer to decision-maker: how parents can play a greater role in schools

Math problem solving
Jul 24 2017

Most schools offer parents specific ways to help out: Join the PTA, chaperone a field trip, grade papers for a teacher or assist on a classroom art project.

Those volunteer opportunities, however, not only reinforce the top-down power structure of schools, but also cater to mostly white, privileged families, maintaining the institutionalized racism that marginalizes low-income families and families of color, said Ann Ishimaru, assistant professor of education at the University of Washington.

Learning gardens aim to grow student engagement in science

Students at learning garden.
Jul 12 2017

Despite the growing awareness of socio-ecological challenges facing humans in the 21st century, science learning still mostly takes place inside the classroom, disconnected from the natural world.

AERA Highlight: Cultural flexibility and “Theatre of the Oppressed”

Theater of the oppressed presentation at AERA
May 18 2017

During her 10-year career as a teacher at a Seattle public high school, Sooz Stahl has watched as its student population has steadily grown less diverse, a direct result of a 2007 Supreme Court decision that found that SPS’s efforts to diversify school demographics by race was unconstitutional.

STEM education projects showcased in NSF event

May 15 2017

Four University of Washington College of Education projects aiming to expand access to high-quality STEM learning opportunities will be featured during the 2017 NSF STEM for All Video Showcase: Research & Design for Impact taking place May 15 to 22.

Want new teachers to stay? Invest in mentoring, study says

Teacher mentorship
May 11 2017

As public schools in Washington and other states across the country contend with teacher shortages in some areas and an influx of first-time teachers, a new study from the University of Washington College of Education provides evidence that mentorship matters in retaining beginning teachers.

Doctoral students to present research May 12

Student with hand raised.
May 9 2017

Fourteen University of Washington College of Education doctoral students will present their research projects on May 12, with topics including ambitious science instruction in kindergarten, the principal pipeline, measuring afterschool program quality and states’ teacher preparation policies under ESSA.

The Research and Inquiry Presentations will take place from 8 a.m to 4:30 p.m. in the Communications Building Room 326. These presentations are a major milestone in the studies of each PhD candidate at the College of Education.

AERA Highlight: Supporting responsiveness to student thinking

Elementary math instruction
May 4 2017

While responsiveness to student thinking—an instructional approach that empowers students’ ideas and ways of reasoning—can support deep, equitable disciplinary learning, it places extra demands on educators.

AERA Highlight: Black teachers more mission-driven, study shows

Middle school classroom
Apr 30 2017

While the career movement patterns of black teachers parallel those of their white colleagues in many respects, a new study from the University of Washington College of Education shows key divergences that could help education leaders and policymakers boost the recruitment and retention of teachers of color.

AERA Highlight: Exploring relationships in teacher-leadership

Teacher leadership
Apr 30 2017

With an increasing number of educators taking on teacher-leadership roles in their schools and districts, that growth is being accompanied by tension and confusion about how teacher-leaders should interact with their colleagues.

AERA Highlight: Putting vocabulary into action

Student working on literacy lesson
Apr 29 2017

While much instructional time focuses on building children’s vocabulary, a new study from the University of Washington College of Education provides evidence that truly “knowing” a word means knowing how to use it.

UW researchers reported results of an instructional intervention done in cooperation with local teachers at the American Educational Research Association’s 2017 annual meeting in their paper “Effects of Embedded Morphological Instruction on Children's Reading and Writing in Grades 4 and 5.”