The Education Project is excited to welcome two keynote speakers Basiyr Rodney, Ed.D. and Glenn Mitoma, Ph.D. who will both be further engaging with The Education Project’s main focus; educational disparities, equal access to technology, and social justice in education at our official launch event.

“I think the results of our initial study provide confirmation — from a research standpoint — regarding the many news reports that we have seen about the increased expectation, without additional resources, faced by caregivers of children with disabilities,” says Sandra Chafouleas, co-director of the Collaboratory on School and Child Health and a UConn Board of Trustees Distinguished Professor. “The burden is real, and taking not only a toll on their children but caregiver well-being.”

The University of Connecticut has been awarded a $5 million grant from the U.S. Department of Education’s Institute of Education Sciences to examine and strengthen gifted education opportunities for underserved populations through four studies. UConn’s National Center for Research on Gifted Education (NCRGE) will investigate strategies for recognizing and responding to untapped talent and explore the outcomes of gifted education services.

While some families are nervous about sending their children back to school, other parents are working to find ways to keep a teacher’s influence in their lives – even when they are learning remotely.

The University of Connecticut has been awarded a $5 million grant from the U.S. Department of Education’s Institute of Education Sciences to examine and strengthen gifted education opportunities for underserved populations through four studies. UConn’s National Center for Research on Gifted Education (NCRGE) will investigate strategies for recognizing and responding to untapped talent and explore the outcomes of gifted education services.

Education is student-centric. In the conventional education system, schools and universities have set up organizations, policies, and systems to provide students with the things that they need. COVID changed the educational landscape. Today, a larger number of schools in the country are considering online education, a move that raises questions on topics of learning, creating meaningful relationships with students, and the influence of socioeconomic status (SES) on education.

In a state that is “massively struggling” to create educational equity, Casey Cobb, a professor of educational policy at UConn’s Neag School of Education, also shared concerns about microschools widening the gap between Connecticut’s “haves and have nots.” If families with political connections and wealth stop using public schools, it can be a disadvantage to those students who have no other options, he said.

The Neag School is proud to announce for the 2020-21 academic year a number of new hires across each of its academic departments. In addition, the School announces several faculty promotions and new appointments for existing members of the Neag School community, effective Aug. 23.

“Work hard on keeping the conversation channels open. Having a trusted and caring adult is critical for every child,” writes Sandra Chafouleas in her new blog on Psychology Today.

I recently read a post from a frustrated parent who attended a back-to-school virtual meeting. The parent wanted practical steps on preparing for school, but instead received a lot of information about mindfulness and social-emotional health. The school perhaps missed an opportunity here to engage families in why social, emotional, and behavioral health is so important, and how it is critical for schools and families to partner as we head into fall.