Redesigning family engagement in education

Family Leadership Design Collaborative national convening
Feb 27 2017

Joyce Parker devotes her heart and soul to making sure kids are in school and pointed toward graduation.

“Everyone’s responsible when children are out of school: parents, social workers, church members, teachers, police officers and so on,” said the director of Citizens for a Better Greenville.

That belief set the foundation of the organization’s “Missing in Action” campaign, launched as a concerted community approach to boosting the Mississippi city’s 66 percent graduation rate.

Report: Washington teachers less experienced, diversity gap remains wide

High school classroom
Feb 22 2017

While Washington’s teacher workforce is getting younger, closing the diversity gap in the profession has proven stubbornly resistant over the past two decades according to a new report exploring teacher retention and mobility in the state.

Literacy scholar named AERA Fellow

Sheila Valencia
Feb 21 2017

Sheila Valencia, a nationally-recognized scholar of literacy assessment, instruction and policy and University of Washington College of Education professor, has been named a Fellow of the American Educational Research Association.

Q&A: Can history guide the future of education?

Lakeridge Elementary School
Feb 2 2017

Many people cling to the ideal of “the school” as the great equalizer, a place where Americans are made and equal opportunity is realized.

Yet “the school” has been and continues to be an agent in oppression argues Joy Williamson-Lott, a professor of the history of education at the University of Washington College of Education. Throughout history, each time communities of color have made progress toward equal educational opportunity, a major societal push-back has caused the loss of gains that appeared won.

Doctoral students to present research Feb. 3

Education policy class
Jan 27 2017

Eleven University of Washington College of Education doctoral students will present their research projects on Feb. 3, with topics including teacher candidates’ use of technology, social stigma and disability labels, and gender bias in math story problems.

The Research and Inquiry Presentations will take place from 8:30 a.m to 2:30 p.m. in Miller Hall Room 212. These presentations are a major milestone in the studies of each PhD candidate at the College of Education.

This quarter’s presentations are:

Reimagining the role of communities in education

Aditi Rajendran
Jan 11 2017

As a newly minted business graduate, Aditi Rajendran envisioned a career helping manage non-profit organizations. After graduation, she landed a job with AmeriCorps and was put in charge of establishing a tutoring program in an urban elementary school. Feeling removed from the inner workings of the school as a tutoring coordinator, the following year she transitioned to a position providing direct reading instruction support to K-3rd grade students.

Math educators author Teaching Channel's top blog post

Elementary mathematics
Dec 28 2016

Two math educators at the University of Washington College of Education co-authored the most read blog post of 2016 on the Teaching Channel’s Tchers’ Voice blog.

Study: Teacher leadership supports school, district improvement

Teacher leaders working on curriculum
Nov 28 2016

A six-year program piloted by Auburn School District could serve as a model for developing teacher leaders who build stronger schools across the state, University of Washington College of Education researchers show in a new study.

Early learning efforts strengthened by $13 million in support

Early learning home care
Nov 15 2016

Initiatives to make high-quality early learning more available to the most vulnerable students in Washington State and across the nation are getting a boost from two significant awards to the University of Washington College of Education.

Study offers insight into how ESSA may impact teacher labor market

Teacher and students in classroom
Nov 2 2016

Following passage of No Child Left Behind in 2001, a theme repeatedly heard in news reports was that standardized test-based school accountability pressures were driving teachers away from their job or the profession, especially those at schools with larger proportions of poverty-impacted students.

New research by a University of Washington College of Education professor shows NCLB school accountability had only a limited impact on the teacher labor market, however, demonstrating just how difficult it can be to change teachers’ employment decisions.