Funded jointly by UConn’s College of Liberal Arts and Sciences (CLAS) and the Neag School of Education, the Math Intercultural Competence (Math ICC) project integrates key Common Core requirements in math, as well as standard requirements of world languages and social studies that middle school students must master. The innovative learning units developed by the interdisciplinary Math ICC team will officially be introduced to sixth-graders in Farmington, Conn., during the coming academic year.
A Neag School of Education faculty member is one of the co-authors of Reimagining the Science Department (NSTA Press, 2015), a book published in March by the National Science Teachers Association (NSTA) to help secondary educators create “a place where teachers are encouraged to question both their beliefs about science and the teaching and assessment strategies that develop in response to those beliefs.”
Based out of UConn’s Neag School of Education, the seven-year-old CommPACT program matches communities, parents, administrators, children, and teachers with experts and best practices designed to improve education and opportunities for students and family members alike.
Neag School of Education faculty members Bianca Montrosse-Moorhead and Suzanne M. Wilson are working with scientists, science educators, and teacher leaders at the American Museum of Natural History and other partners to raise the quality of science education in the U.S. and meet Next Generation of Science Standards.
When the White House organized the nation’s first-ever summit focused on improving school counseling and college advising last year, experts from UConn’s Neag School of Education were among those invited to speak and share ideas as recognized leaders.
Chosen through a competitive selection process and authorized by the U.S. Congress-revitalized Jacob K. Javits Gifted and Talented Students Education Act, the National Center for Research on Gifted Education (NCRGE) at UConn was established with a $2 million grant from the federal Department of Education’s Institute of Educational Sciences to be used over the next two years.
Set smart goals, divvy up the work, and then attack it. It’s an oversimplified, but accurate, description of how new Neag School of Education Associate Dean for Research Sandra M. Chafouleas is working to support Neag faculty.
Ten years working as a teacher in Los Angeles, London and New York City led to Kathryn Fuller experiencing many realizations, including the limited role “smarts” or intelligence can play in classroom learning. Using money from her family’s railroad business, Fuller recently presented $150,000 to the Neag School to establish the Fuller Scholarship for Social Justice in Education.
Mention an education achievement gap and most people think of students struggling to reach proficiency in core academic areas. But UConn faculty member Catherine Little’s research focuses on the other end of the spectrum
This year, the U.S. Department of Education’s prominent Institute of Education Sciences (IES) awarded just 48 research grants to United States scholars. Neag School of Education faculty members received three of them.
