“Women bring a different voice and a different concern for what’s in the best interest of the planet, in the best interest of peace, and in the best interest of work that makes a positive difference,” says Sally Reis.
Many studies have found a positive impact on black students from having black teachers in elementary and secondary schools. A new working paper from the National Bureau of Economic Research finds that the positive impact may extend far beyond school, to whether black students enroll in college.
“The time itself doesn’t matter nearly as much as what you do with that time,” says Megan Staples. “You have just opened up space for a broader range of pedagogical strategies and innovation. … It opens up space for guest speakers, it opens up space to not be rushed through your curriculum.”
“The authors describe how a “bubble” happens, how certain populations are targeted, how they clamor to get in to what appears to be a good deal, then stampede out when the bubble bursts. This may be happening now in urban African American communities,” writes Ravitch. “This article is worth your time.”
The Neag School of Education and its Alumni Board are proud to announce the 2019 Neag School Alumni Awards honorees. Seven outstanding Neag School graduates will be recognized at the School’s 21st annual Alumni Awards Celebration on Saturday, March 16, 2019.
UConn is now one of seven universities that are part of The Wallace Foundation’s University Principal Preparation Initiative, a four-year, $48.5-million program aimed at improving training for aspiring administrators. The Foundation encourages administrator training that emphasizes the practical aspects of the job and includes instructors who have been school leaders themselves.
“When I first started my student teaching, I understood that all of my students would have specific learning needs that must be addressed throughout the school year,” writes Caroline Galeota. “As a teacher with dual certifications in elementary education and special education, I knew I would need to support students with a wide range of talents and abilities. Yes, it was tough learning how to identify and implement supports that ensure academic growth for students, but with proper training and time in the classroom it became second nature.”
Assistant Superintendent Catherine Carbone has been chosen to lead the city’s school system. Carbone had served as a senior administrator in the Hartford schools, and before that spent seven years as principal of Bristol’s Chippens Hill Middle School.
Emily Tarconish is a Ph.D. candidate in Neag School’s educational psychology program with a concentration in special education. She is a survivor of a traumatic brain injury (TBI) she endured at the age of 15. With years of hard work and rehabilitation, Tarconish has relearned how to walk, speak, and regain basic life functions. Once she completes her Ph.D., she plans to pursue research focused in part on improving access to higher education for college students with TBIs.
Dr. Alan Addley is in his eleventh year as the Superintendent of Granby Public Schools in Granby, Connecticut. A native of Northern Ireland, Alan started his career as a professional soccer player and mathematics teacher. Alan has thirty-four years of administrative and teaching experience in private and public schools in the United States and Ireland. Addley received his Ed.D. from UConn’s Neag School of Education in 2014. Prior to this, Addley earned his Connecticut Intermediate Administrator Certification in 1997 and a Connecticut Superintendent Certificate from the Executive Leadership Program in 2007, both from the Neag School.