Building community in the teaching profession

Elzena McVicar
Jul 17 2017

Growing up in New Orleans, Elzena McVicar (MIT ‘10) was surrounded by a family filled with teachers. Years of family conversations about education convinced McVicar that teaching was not for her.

While working on her bachelor's degree in anthropology, however, McVicar took a work study job as a tutor. Then, after graduating from college, she found herself working in an elementary school as an AmeriCorps volunteer. These two experiences changed McVicar’s perceptions of education, ultimately leading her in a new professional direction.

Connecting learning with making

Virtual reality 3D painting
Jul 13 2017

When Luke Reichley was in elementary school 20-odd years ago, paint and clay were his primary tools for making.

While children have long used their imaginations to create toys and art from whatever is at hand, digital technologies are opening new opportunities for educators to bring making into their classrooms. This summer, Reichley and his fellow elementary teacher candidates at the University of Washington College of Education are experiencing a glimpse into that future.

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.

Rethinking social justice teaching

Lisa Sibbett
Jul 6 2017

While working as a high school English teacher, Lisa Sibbett (PhD ‘18) became aware of a disconnect between social justice-focused teaching and its real-world application.

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.

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.

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.”