The following PBIS Practitioners Guide — titled National Climate Change: 5 Ways Schools Can Positively and Proactively Support All Students — originally appeared on the OSEP Center on Positive Behavioral Interventions and Supports website and is authored by Neag School faculty Brandi Simonsen, George Sugai, Jennifer Freeman, and Tamika La Salle.
The Neag School of Education conducted an opening reception of the Implicit Bias Exhibition at the Homer Babbidge Library on the University of Connecticut Storrs campus.
A new, interactive exhibit focused on implicit bias has arrived at the UConn Storrs campus. Created by the National Underground Railroad Freedom Center, the exhibit will be hosted at the Homer Babbidge Library through Feb. 28.
As members of the Equity and Social Justice Task Force, we believe that the new social and political context created by the presidential election requires not only that we reiterate these commitments, but also that we, the Equity and Social Justice Task Force, acknowledge and empathize with the many individuals and groups in our community who are experiencing a considerable amount of pain, fear, and concern for their safety.
Neag School undergraduate students are part of a pilot initiative with Stamford Public Schools, where the students worked in different capacities over winter break.
The seventh- and eighth-grade years can be tough times of adjustment for students transitioning from elementary school and preparing for high school. And for the past 10 years, Smith Middle School principal Donna Schilke has been there to help students navigate those difficult years.
Social justice and equity remains an area of focus for Neag School researchers, particularly given that the achievement gap between Connecticut’s low-income and minority students and their peers is among the largest in the United States. Here, the Neag School highlights several key avenues of research work in this area.
The Berkshire Eagle (Neag School’s Michael Coyne led a research team to conduct workshops as part of a literacy research project)
The following piece originally appeared on the American Association of Colleges for Teacher Education (AACTE)’s Ed Prep Matters blog, authored by Neag School Professor and Director of Research Sandra Chafouleas.
Working alongside fellow UConn faculty and administrators, Neag School assistant professor Blanca Rincón will serve as co-principal investigator and researcher on a new five-year, $3.5 million National Science Foundation (NSF) grant dedicated to expanding diversity in the science, technology, engineering and mathematics (STEM) fields.