Cooper said members of the UConn campus community felt this was an important time to reaffirm their commitment to the university being a safe and invigorating place where intellectual, educational, and personal growth are valued and manifested.
The researchers, Shaun Dougherty and Jennie Weiner of the University of Connecticut, looked at two tiers of struggling schools in the state: “warning” and “focus” schools. Schools in both categories had to choose four changes to make. Focus schools, the lower-performing group, had to select from a prescribed list, while warning schools could also could come up with their own strategies.
Editor’s Note: This piece was originally written and published by Blane McCann, superintendent of Westside Community Schools in Omaha, Neb., on his blog.
Consider the notion that any student with a commitment to learning is gifted. It is not only intelligence that plays a role, but also creativity and commitment. Giftedness is not just a test score.
Arguably the most global initiative in all of UConn’s history, Confratute has, since 1978, drawn a total of more than 30,000 educators from around the world to the University’s Storrs campus to gain insight into research-based strategies intended to engage all types of students in learning.
Recently published research out of UConn suggests that a simple, low-cost intervention may offer an effective solution. The study by Joshua Hyman, an assistant professor of public policy at UConn and educational leadership at UConn’s Neag School of Education, looks at a policy in Michigan requiring eleventh grade students to take the ACT and compares the change in the rate of students going to college before and after implementation of the policy.
Stephani Jones, the head of the science department at Norwich Free Academy, recently oversaw the school’s second annual summer program for aspiring science teachers working to get their teaching certification and also gain valuable first-time experience teaching children in the classroom. The UConn-NFA STEM (Science, Technology, Engineering and Math) program took place July 10-13 at NFA’s Broadway campus.
Tracey Lamothe of Madison and Dr. Christine Peck of Oxford are among the first five PBIS trainers in the 10 Northeast states to receive the endorsement following a multi-year period of collaboration and training with a research group coordinated by the University of Connecticut’s Neag School of Education.
Attendees for the 40th annual Confratute conference were welcomed by Joe Renzulli and Sally Reis. Welcome remarks also featured Education Commissioner Dianna Wentzell and Dean Gladis Kersaint of the Neag School of Education.
Through the state, a survey developed in partnership with UConn’s National Center for Research on Gifted Education has been sent to all district superintendents seeking information on what is being done for gifted and talented students.
The University of Connecticut’s Neag School of Education is teaming up with the Mashantucket Pequot Museum and Research Center and the Upstander Project for a new professional development project.