WNPR invited Robert Cotto, Jr. who is a lecturer in Educational Studies at Trinity College and a doctoral student at UConn’s Neag School of Education, to bring us up to date on the long-running case brought by the Connecticut Coalition for Justice in Education Funding
WHUS (Neag School’s Erik Hines and doctoral student Paul Singleton are interviewed about black male research, ScHOLA2RS House, and more)
“I’m very grateful to be in the program, for sports management,” said David Onuorah, a grad student transfer from Cornell, “because I do have aspirations of one day pursuing a sports management career. I’m here playing basketball. But at the same time, I’m helping out my post-basketball career.
Sandra Chafouleas, a professor of educational psychology at University of Connecticut who wrote the introduction to that issue of the journal along with one of its key studies, has reviewed successful approaches to professional development for staff, noting that it starts with teaching staff members more about trauma.
The Walrus (Neag School’s James Kaufman and Ron Beghetto are quoted about creativity in the classroom)
Don’t assume a post or picture is private just because you’ve tightened up your privacy settings, says James C. Kaufman, PhD, an educational psychologist at the University of Connecticut and head of the Div. 46 Media Watch Committee.
Parents (Neag School’s James Kaufman is quoted about creating creative kids)
Biden’s Briefing (Neag School prof. Shaun Dougherty’s article on career and technical education was read by Joe Biden)
“As a new school year begins, educators, families and students are gearing up with high aspirations for a successful year. However, relatively overnight we have witnessed significant changes in societal and global norms that are in sheer opposition to the norms and practices we promote in our schools. Specifically, the presidential election was associated with reports of unprecedented negativity, intolerance and disrespect,” says George Sugai.
“There’s a certain pride that I think students take, and staff takes, at a magnet school because they’re doing something a little more special,” Casey Cobb said. “They’re focused on some theme, and that’s distinct from a traditional kind of comprehensive curriculum.”