Teaching Quality

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.

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.

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.”

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.

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.

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.

As educators across Washington state continue to implement an ambitious new teacher and principal and evaluation system, a new study from the University of Washington outlines practical examples for how school leaders can productively support the professional growth of teachers.

A May 2 event at the University of Washington will highlight the work of two Native/Indigenous teacher education cohort programs that are partnering with tribal communities to center Native teachers, students, families and communities in education.

A new study from the University of Washington College of Education offers new insights into the effectiveness of interventions designed to help young children with autism spectrum disorder develop into competent readers.

Professor Roxanne Hudson recently presented findings of her study comparing long-term outcomes from two emergent literacy interventions for preschool children with ASD at the annual meeting of the Council for Exceptional Children.