A.J. Pappanikou Center for Developmental Disabilities (UCEDD)
The UConn Center for Excellence in Developmental Disabilities (Center) is a disability research and training program located on the campus of the University of Connecticut Health Center in Farmington, Connecticut. It is a premier Center in the northeast for innovative teaching, research, and technical assistance enhancing the quality of services and support for people with developmental disabilities and their families.
Center for Behavioral Education and Research (CBER)
The Center for Behavioral Education and Research is a research and education Center in the Neag School of Education that conducts and disseminates rigorous research that improves educational and social outcomes for all children and youth in schools in the areas of Positive Behavior Support, Behavior Disorders, Literacy, School Psychology and Special Education. CBER prepares personnel for the application of evidence-based academic and behavior practices and systems in schools.
UConn Center for Education Policy Analysis (CEPA)
The University of Connecticut Center for Education Policy Research is a member of the Education Policy Alliance, a nationwide network of university-based research centers and organizations. The mission of CEPA is to inform educational leaders and policymakers on issues related to the development, implementation and consequences of education policies. CEPA examines policies through multiple perspectives, paying particular attention to the impact of policies on social justice and educational equity across P-20 educational settings.
Center on Postsecondary Education and Disability (CPED)
For over 15 years, the Center on Postsecondary Education and Disability (CPED) has been a national leader in promoting access to postsecondary education for students with disabilities. Their work combines research-based evidence and professional training to inform the field and advance postsecondary education opportunities for students. They achieve this mission through graduate coursework, the annual Postsecondary Disability Training Institute, research and model demonstration projects, conference presentations and involvement and leadership in various professional, state, and national organizations.
National Center for Research on Gifted Education
The National Center for Research on Gifted Education (NCRGE) in the Neag School of Education is the only national center on gifted education funded by the federal government. With funding authorized through the Jacob K. Javits Gifted and Talented Students Education Act, the Institute of Educational Science in the U.S. Department of Education launched the National Center for Research on Gifted Education to identify districts and schools that show high-achievement growth rates among gifted students, including those from underserved groups; and to explore how these sites successfully identify, serve, and retain students from underrepresented groups in gifted programs.
Renzulli Center for Creativity, Gifted Education, and Talent Development
The Renzulli Center for Creativity, Gifted Education, and Talent Development is a leader in research focused on meeting the needs of gifted, creative, and talented students, with studies that have received national and international attention for more than 40 years. Several studies conducted by the Center’s research team are considered seminal research that guides the design and development of programs and services to meet the needs of gifted and talented students.
New Literacies Research Laboratory
The New Literacies Research Lab at the University of Connecticut is the most widely recognized center in the world for conducting research on the new reading comprehension and learning skills required by the Internet and other emerging information and communication technologies. Their work develops research-based evidence to prepare students for their literacy and learning future. Their research answers the questions: What are the new skills, strategies, and dispositions required for successful reading comprehension and learning on the Internet? and How can we most effectively prepare our youth for these new literacies?
OSEP Center on Positive Behavioral Interventions and Supports (PBIS)
The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) is established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts, and schools to establish, scale up, and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional, and academic outcomes for students with disabilities. The OSEP PBIS Center is co-directed by Rob Horner at the University of Oregon, George Sugai at the University of Connecticut, and Tim Lewis at the University of Missouri. At the University of Connecticut, PBIS activities are coordinated and supported by other research scientists (co-principal investigators Brandi Simonsen, Jennifer Freeman, and Tamika La Salle) from the Center on Behavioral Education and Research (CBER).
Reading and Language Arts Center
The Reading and Language Arts Center serves as a coordinating agency for the improvement of literacy instruction and literacy teacher education from the undergraduate through the doctoral levels. The center’s faculty provides graduate programs and courses within the Department of Curriculum and Instruction that offer concentrations in reading and language arts, including programs that lead to state certifications. It is the intent of the Reading-Language Arts Center faculty to develop professionals with leadership potential who are prepared to improve reading and language arts instruction in Connecticut’s schools.