Top 9 Instagram posts of 2019

Dec 13 2019

The 2019 calendar year was marked by a host of significant awards, meaningful events and celebrations by members of the University of Washington College of Education community. We revisit some of these milestones by highlighting the College's top 9 popular posts on Instagram (as of Dec. 13). 

Professor’s new book explores equitable collaborations with families and communities

Dec 10 2019

A new book by University of Washington College of Education Professor Ann M. Ishimaru, “Just Schools: Building Equitable Collaborations with Families and Communities,” examines the challenges and possibilities of creating more equitable forms of collaboration among non-dominant families, communities and schools.

Podcast: New report offers recommendations to improve doctoral education across the globe

Nov 5 2019

An international group of researchers and leaders of doctoral education recently released a report with seven recommendations to improve doctoral education worldwide following a September convening organized by the University of Washington College of Education’s Center for Innovation and Research in Graduate Education (CIRGE). 

Alum seeks to uplift role of non-dominant languages in Seattle Public Schools

Nov 12 2019

On his early morning commute along the quiet streets of Roxhill to the John Stanford Center for Educational Excellence, Thad Williams (PhD ’18), a native of Tennessee, passes by several neighborhoods that capture the diversity which drew him to Seattle.

In a school district where there are presently 147 languages and dialects spoken, he holds a critical role in empowering the city’s linguistically diverse students.

Grant supports UW’s role in national effort to advance equity in science instruction

Oct 31 2019

A national initiative to make science learning more coherent and equitable that is being supported by learning scientists from the University of Washington College of Education has received a $2.5 million grant from the National Science Foundation to push its work forward.

Local education leaders work to broaden access to meaningful college experiences

Oct 15 2019

Walking into Mary Gates Hall (MGH) — home to First Year Programs, Undergraduate Academic Affairs (UAA) Advising, the University Honors Program and the Center for Experiential Learning and Diversity — University of Washington students might come across a group tutoring session or the annual Undergraduate Research Symposium.

Danforth Educational Leadership Program receives national honor for exemplary leadership preparation

Oct 4 2019

 

The University of Washington’s Danforth Educational Leadership Program has been named the 2019 recipient of the Exemplary Educational Leadership Preparation Program Award, presented by the University Council for Educational Administration (UCEA).

Gift aims to boost number of inclusive classrooms in Washington state

Oct 2 2019

In Washington state, half of children with developmental disabilities will never be in a classroom alongside their typically developing peers, despite research showing that inclusive education is beneficial to all children.

New grant to advance equitable science instruction in Seattle elementary schools

Sep 30 2019

 

Now in her 28th year as a teacher, Lisa Boveng of Olympic View Elementary is excited to take part in one of the most profound changes she’s experienced during her tenure in Seattle Public Schools.

Boveng is helping the district adopt a new approach to science instruction that will fundamentally change how science is taught and learned at the elementary level. Rather than being driven by a focus on asking students to define terms and memorize concepts, the district will place students in the role of scientists engaging in the exploration of real-world phenomena.

UW receives $1 million award to study impact of dual credit reform on college opportunity and equity

Oct 16 2019

While more students of all backgrounds are aspiring to and enrolling in college, completion rates have remained stagnant, with approximately 40 percent of students who enter 4-year colleges never completing their degrees.