Research

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.

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.

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.

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.

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.

Nine University of Washington College of Education doctoral students will present their research projects on November 4, with topics including the social stigma of disability in schools, immigrant women in higher education, and racialized teacher identity.

The Research and Inquiry Presentations will take place from 9 a.m to 3:30 p.m. in Miller Hall Room 112. These presentations are a major milestone in the studies of each PhD candidate at the College of Education.

This quarter’s presentations are:

What started as a practical problem to solve—how to traverse a mountain stream without getting wet—morphed into a long-time education researcher’s reflection on what it means to be an educator and professor of education.

The power of play in unlocking the creative potential of every learner will be the focus of the University of Washington College of Education’s EDU Talks event on Nov. 3.

During a fast-paced program, nine UW faculty members will share their compelling discoveries about play and how it can open new opportunities for all children to explore their world, overcome challenges and thrive. Each presenter has five minutes and one slide to share their research related to play.

Nearly 20 years of autism education research and practice at the University of Washington’s Haring Center for Research and Training in Inclusive Education inform the first comprehensive manual to help schools implement high quality, inclusive educational programs for young children.

For the past several years, research on effective intervention for autism spectrum disorder (ASD) has looked at the role that typically developing children play in the social learning of children with ASD. This approach asserts that by integrating children with ASD with their typically developing peers, they can practice and develop social skills in a natural setting.