Alan Addley is in his 11th year as the superintendent of Granby (Conn.) Public Schools. A native of Northern Ireland, Addley started his career as a professional soccer player and mathematics teacher. He has 34 years of administrative and teaching experience in private and public schools in the United States and Ireland. Addley completed a Connecticut Superintendent Certificate through the Executive Leadership Program in 2007 and earned his Ed.D. in 2014, both at the Neag School.

Sandi Hastings ’89 MA, ’94 Ph.D. began to contemplate the kind of relationship she wanted to have with her graduate school alma mater after her son was involved in a serious car accident.

Education Week (Ann Traynor is quoted about getting a first teaching job)

“Charter schools can and should play a role in improving equal educational opportunity,” says Preston Green, a professor of educational leadership and law at UConn’s Neag School of Education, who co-authored the report with Julie F. Mead, a professor in the Department of Educational Leadership & Policy Analysis at the University of Wisconsin-Madison. “In order for that role to be realized, policymakers need to be dedicated to ensuring educational equity at all levels and throughout each stage of charter school authorization, with particular focus paid to planning, oversight, and complaint procedures.”

Charter schools should only have a place in our public education landscape if they further the public policy goal of advancing educational equity, according to a new report from professors at the University of Connecticut and the University of Wisconsin-Madison.

Ashley Robinson, a third-year doctoral student studying learning, leadership, and education policy in the Neag School, and Tashua Sotil ’17 (CAHNR), ’18 MA, a sixth-year graduate student in its educational psychology program, have been named the recipients of the Neag School of Education Alumni Board Scholarship for 2019.

Segregation in schools was abolished in 1954 in the Supreme Court’s historical decision in Brown v. Board of Education. But this decree from the court did not magically wipe segregation or racial prejudices and tensions away. There are a variety of models schools around the country used to deal with student behavior problems, and while they have been successful in many cases, these models fail to account for specific issues caused by race-related behavioral problems.

In a collaborative grant from the National Institute of Minority Health and Health Disparities for the University of Connecticut and the University of Alabama, assistant professor of the school psychology program in the UConn Neag School of Education Tamika La Salle and Sara McDaniel, associate professor of psychology at the University of Alabama will work to look at ways to address this gap.

The five-year $2.4 million grant will work with 20 middle schools in Alabama with both homogenous and heterogeneous student populations in terms of race and poverty levels.

“We are including only middle schools in this project because of the importance of adolescence as a critical timepoint for intervention to prevent violent behavior,” McDaniel and La Salle say.

“I hope to be able to someday marry what I’ve learned at the Women’s Center with my teaching,” Grace explains. “At the Women’s Center, we’re constantly working on taking articles that we read, or videos that we watch, discussing them, and learning how to become people who can create a better world. This is a lesson I hope to apply to my own teaching practices!”

“We tend, as adults, to overplan and overstructure young people’s experiences,” Ron Beghetto says. While structure is important, he said, so is “letting kids determine their own problems to solve, their own ways to solve them.”