The Institute of Education Sciences (IES) announced last week that researchers from the University of Connecticut’s Neag School of Education have been awarded $6,896,988 over five years for three research projects related to special education. A faculty member from the Neag School of Education is also serving as co-prinicpal investigator on a $3,999,320 project awarded to the University of Kansas.

Sarah Woulfin, associate professor in the Neag School’s Department of Educational Leadership has been named co-editor of Educational Researcher(ER) for 2019 to 2022.

“I am honored to be Darien’s Superintendent of Schools,” says Alan Addley. “It is a privilege to lead such a terrific district. I have been eager to make the transition and to start the work. I look forward to supporting our excellent staff and working with the community in the best interests of all Darien students.”

This isn’t the first time that fashion and politics have collided,” says Cooper. “A few years ago, Gucci put out a style or image on one of their pieces of clothing that was resembling of the minstrel show, which was highly offensive to African Americans in the United States. So as opposed to viewing it as a form – and large – a large contingency of the hip-hop community boycotted Gucci and said, you know, this was culturally insensitive.”

“Despite the intent and plain language of the racial imbalance law, charter schools, which are now among the most racially isolated schools in the state, are specifically excluded from SDE’s report,” writes Wendy Lecker and Robert Cotto. “This is particularly troubling since Connecticut law defines charter schools as public schools subject to all federal and state laws to which public schools are subject. Charter schools can be granted a specific exemption from some laws but only if they request that in their application. If the legislature intended to exempt charters from the racial imbalance law, it could have amended the law and done so explicitly.”

“The church is dictating what is taught or done,” says Preston Green of the Memphis charter network’s lease with the diocese. “That seems like a conflict under the [U.S. Constitution’s] establishment clause to me,” which prohibits the government from favoring a religion.

“We really need to think systematically about how to permit charter schools to exist in a way that won’t deleteriously impact school districts,” says Preston Green, a professor of education at UConn’s Neag School of Education. “So understand that when I’m calling for a moratorium, I’m not calling for a backdoor closure but, rather, really thinking deliberately about how they can exist and be situated in a way that their inefficiencies are lessened.”

There are times, says Jamelle Elliott ’96 (BUS), ’97 MA, when she sticks her head in to watch the UConn basketball players practice for a few minutes, because she misses the sweet echo of a bouncing basketball.

Elliott spent four years on the women’s team, and during her junior year, the undefeated women Huskies won the 1995 NCAA National Championship over the Tennessee Lady Vols, sparking a 10-year rivalry. Elliott was just the second player to record more than 1,000 points and 1,000 rebounds in her 135-game career as a Husky. What’s more, the alumna of the School of Business and Neag School never missed a game, or a practice, in four years.

UConn Extension is leading a project that provides high school science teachers from across the state with a head start on a new way of teaching. Over the past two summers, 48 teachers from 38 school districts attended the 3-day Teacher Professional Learning (TPL) workshop, Land and Water.

If we want students to develop an interest in mathematics and to develop a sense of themselves as people who engage with mathematics for applied or theoretical purposes, we need to design instruction that engages with authentic mathematical practices. As teachers unpack the Common Core State Standards Mathematical Practices Standards, they may notice that several common instructional habits often go against the thinking, habits of mind, and dispositions that support deep understanding.